LEARNING LITERATURE

This study investigated the persistent challenges associated withlearning Literature in English in Senior Secondary Schools, with a focus on identifying the key factors that hinder students’ interest, comprehension, and overall performance in the subject. Despite the central role of Literature in fostering critical thinking, cultural awareness, and language proficiency, many students continue to demonstrate poor engagement and low achievement. This research therefore examined a range of contributory issues, including students’ attitudes, students’ interest and instructional methods, the availability and suitability of learning materials, and broader environmental and administrative constraints. A descriptive survey research design was adopted, and data were collected from students across selected Senior Secondary Schools. A structured questionnaire was used to obtain reliable insights into the experiences and perceptions of the participants. Data gathered were analyzed using qualitative method to identify dominant themes and patterns. Findings revealed that major obstacles to effective learning of Literature in English include insufficient exposure to literary texts, students’ perception of the subject as difficult or irrelevant, inadequate teacher expertise, and limited use of engaging or interactive teaching strategies. Other notable challenges include overcrowded classrooms, limited time allocated to the subject, and poor access to recommended textbooks. The study also found that socio-cultural factors and a lack of reading culture negatively affect students’ motivation and ability to appreciate literary works. Based on these findings, the study recommended the provision of instructional materials, encourage positive student attitude towards Literature in English, schools should create opportunity such as reading clubs, literary competitions and drama activities to foster motivation and engagement with the subject, enhance the school learning environment and classes should be well structured and conducive for learning. The study concluded that addressing these challenges holistically will significantly enhance the teaching and learning of Literature in English in Senior Secondary Schools.

This study examined the inclusion of digital instructional materials in the teaching and learning of Literature in English in senior secondary schools in Ikpoba Okha Local
Government Area of Edo State. The study was carried out to determine how digital tools are being used to improve students’ interest and understanding of literature, and to identify the challenges faced by teachers and students in using these tools. The research was guided by questions on the availability, usage, and effectiveness of digital instructional materials in literature classrooms. The study reviewed related literature and theories that support the use of technology in education, such as the Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework. Previous studies revealed that digital materials like projectors, e-books, and audio-visual aids can make literature lessons more engaging, but their use is often limited by poor facilities, lack of training, and unstable power supply. A descriptive survey design was used for the study. Data were collected from teachers and students in selected public and private secondary schools through questionnaires. The results were analyzed using simple percentages to identify patterns and opinions among respondents. The findings showed that although most teachers and students appreciate the importance of digital instructional materials, their use in teaching Literature in English is still very low. Many schools lack the necessary equipment and internet access. However, in schools where digital tools are available, students show more interest, better understanding, and improved participation in lessons. The study concluded that digital instructional materials have a positive effect on the teaching and learning of Literature in English when properly used. It recommended that government and school authorities should provide more digital facilities, train teachers regularly, and ensure steady power supply to promote digital learning