Literature As A Motivating Factor For Teaching English Language In Secondary Schools

5.0 Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on literature as a motivating factor for teaching English language in secondary schools, Akwa-ibom State as case study. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was on literature as a motivating factor for teaching English language in secondary schools, Akwa-ibom State as case study. The study is was specifically focused on examining the role of literature in teaching English language in secondary schools; determining the literature as a motivating factor for teaching English language in secondary schools and investigating the factors affecting literature as a motivating factor for teaching English language in secondary schools.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff and students of selected secondary schools in Uyo LGA.

5.3 Conclusions

With respect to the analysis and the findings of this study, the following conclusions emerged;

In this paper, we have strived to establish the fact that there is a symbiotic relationship between Literature and language. It is our opinion that if this relationship is well harnessed in the teaching and learning of Literature and English Language at the secondary school level, it would go a long way in addressing lack of proficiency in English on the part of Nigerian students at all levels of education and by extension minimize high rate of failure in English Language in public examinations. It is also expected that a high level of proficiency in English Language on the part of Nigerian students would be the needed panacea to the intractable problem of poor academic performance currently threatening the education industry. Therefore, the government, the curriculum designers, the school as well as the teachers of Literature and English Language should work hand in glove to ensure that this suggested innovation in the teaching of Literature and English Language in our schools and colleges is effectively implemented.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

• The teachers may be trained to know and employ the different concepts of learning in teaching different subjects in the class room.
• Teacher Training institutions may organize workshops to train the teachers to use the reinforcement technique appropriately for improving teaching learning process in the classroom.
• The curriculum at Elementary and lower secondary level should be formulated on behaviouristic approach where as at upper secondary and higher level the humanistic approach may prove more productive.
• The role of the teacher should be facilitator, organizer, motivator and coordinator in the learning process instead of being an authoritative agent in the classroom.
• Policy makers at national levels may take steps for the provision of basic needs to the students for bringing success to the teaching learning process in the classroom