The Teaching and Learnig of Poetry in English and Its Influence on Critical Thinking among Secondary School Learners in Kiambu, Kenya
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Date
2024-07
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Kenyatta University
Abstract
Poetry teaching and learning has not only the potential to influence Critical Thinking (CT), but it also helps in the growth of students' self-assurance and independent problem-solving skills. In spite of these benefits, both teachers and students around the world, share the opinion that poetry is difficult to understand and that only literary experts can appreciate it. Students can become more self-assured and solve problem on their own with the aid of critical thinking (CT). However, the majority of teachers and students to a great extent everywhere, agree that poetry is challenging, difficult and puzzling. In their believe, only scholars of literature can understand and enjoy it. The objectives of the study were to establish the methods of poetry teaching among secondary school learners, determine the influence of poetry teaching on critical thinking and examine teachers and students’ attitudes towards poetry. The research was founded on Vygotsky’s social constructivist theory, which contends that learners should build new information through social interaction. The theory was suitable for the study because it was founded on knowledge construction. The research adopted a descriptive survey design. A mixed method research approach was used. The target population of the study was 76 English teachers, 1520 Form three students and 37 public secondary schools. The researcher used the sample size of 10 secondary schools with 10 English teachers and 349 Form three students. Schools were chosen using stratified random sampling and teachers were selected purposively. A purposive sampling strategy entails choosing individuals or groups of individuals from the sampling guide that meet specific criteria relevant to the research questions or objectives. The students' sample was chosen using simple random sampling. Data was collected from teachers and students using questionnaires, structured interviews and observation checklist. To analyze the data, descriptive statistics was utilized, which included tables, pie charts, frequency, mean, and standard deviation. The acquired data were then coded and analyzed using statistical package for social science (SPSS). The research results were conveyed in frequency distribution tables and charts. For qualitative data, thematic interpretation was done and documented either in tables or pie charts while quantitative data were analyzed using statistical analysis or tabulation. The study established that although teachers mostly teach poetry using interactive classroom setting, disparities were observed on students’ responses. Students reported that they did not work in groups to solve problems in the process of poetry teaching. In addition, the study found out that there was limited use of classroom discussion, brainstorming, group work, analysis of poetic devices, asking questions, evaluating, analyzing, and interpreting poetic texts. The findings were significant to policy makers, school administrations, teachers and students. The study, therefore, recommends that teachers should continue teaching poetry using different methods as this is likely to enhance student’s critical thinking. Teachers should emphasize to students the importance of learning poetry. The teachers should use the necessary resources and materials to facilitate teaching and learning of poetry to promote CT.
Description
A Research Thesis Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Master of Education (Language Education) in the School Of Education of the Kenyatta University, July 2024
Supervisors:
1.Sophia M. Ndethiu
2.Harrison M. Mulwa