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CURATOR

Teacher, Kiira College Butiki

PINBOARD SUMMARY

It is now well-known that Literature in English is a moral subject instructing those who are exposed to it in the right direction of life. This study was conducted in Jinja district, with the main objectives of: establishing the relevance of Literature in English taught in secondary schools to students’ moral development; finding out whether the learners of Literature in English are exposed to moral implications of Literature in English as a subject and establishing whether the Literature Texts align with moral development intentions in the national curriculum.

Questionnaires, classroom observation guides, interviews and document analysis were used to collect data. The study revealed that both learners and teachers are aware of the moral aspect of Literature subject. Fourty six point two percent (46.2%) agreed that Literature is relevant to students’ moral development while fourty four point one percent (44.1%) strongly agreed. Fourty three point eight percent (43.8) strongly agreed that students of literature are exposed to moral implications of the Literature subject while fourty two point eight percent (42.8%) agreed. The results from document analysis and interviews indicated that the Literature texts on syllabus align with the moral development intentions spelt out in the national curriculum. Therefore, all stakeholders directly involved in the education system should be made aware of the relevance of literature teaching, the teaching of literature should be practically done through learner centered pedagogy and the selected literature texts to be taught in secondary schools should clearly bring out the aspect of moral development.
Literature in general terms has been part of the African people and the entire world. In Africa, for instance, Literature was majorly transmitted by word of mouth from generation to generation. This is what is referred to as oral Literature. This kind of Literature served several purposes but the major part of it was and still is to inculcate acceptable moral values to the young. Adedoja (2010) points out clearly that the social relevance of African Literature cannot be controverted, because Literature cannot be divorced from social values. She emphasises that literature is more or less about social values and how such values are being projected by the various writers in their various generations” (p.34). Similarly, society does not need an education that prepares learners only for academic excellence and demonstration