IMPACT OF LEARNER MOTIVATION TO THE LEARNING OF LITERATURE IN

PUBLIC SECONDARY SCHOOLS IN LANG'ATA SUB-COUNTY: NAIROBI COUNTY

BY

GODFREY YOHANE KADZUWA

MATRIC NO. B.Ed/395/14/15

A Research Project Submitted to the Department of Education in Partial Fulfilment of the

Requirement for the Award of the Degree of Bachelors of Education

MARIST INTERNATIONAL UNIVERSITY COLLEGE (MIUC)

A CONSTITUENT COLLEGE OF THE CATHOLIC UNIVERSITY OF EASTERN

AFRICA

(CUEA)

NAIROBI-KENYA

APRIL, 2018

i

DECLARATION

This research project is my original work and has not been presented for any academic

credit in any other University.

......................................................... .........................................................

GODFREY YOHANE KADZUWA DATE

This research project has been submitted for examination with my approval as the

University College Supervisor.

.......................................................... ...........................................................

MRS. VIOLET OTIENO DATE

The research project has been accepted by the Head of Department of Education.

......................................................... ..........................................................

DR. EVERLYNE SULEH DATE

ii

DEDICATION

I dedicate this work to God Almighty my creator, my strong pillar, my source of inspiration,

wisdom, knowledge and understanding. He has been the source of my strength throughout this

programme and on His wings only have I soared. I also dedicate this work to my dear parents

Mr. and Mrs. Yohane Kadzuwa who always look forward to my success in everything I do.

iii

ACKNOWLEDGEMENT

My sincere gratitude goes to the Almighty God who has tenderly taken care of me and my

academic journey up to this far and in a special way for enabling me to successfully accomplish

this research project.

Very special gratitude to my supervisor, Mrs. Violet, for her dedication, guidance, enlightenment

and encouragement all through this work. Her willingness to give her time so generously has

been very much appreciated. May God be with her at the beginning of each new day.

I would like to express my very great appreciation to all lecturers who have taught me, especially

Dr. Anna Kula for her academic support in sharing her knowledge with me and my fellow

English/Literature students. Thanks to all MIUC support staff and my fellow students

particularly the class of 2014/15 for their supportive company.

Special thanks to my father and mother Mr. and Mrs. Yohane Kadzuwa, all my family members

(brothers and sisters), relatives and all the people of good will, in a special way Mr. Ken

Mtambalika and Br. Frank Mwambucha who have been so close to me through their encouraging

and loving concerns.

Last but not least, I am thankful to the two schools in Lang'ata sub-county especially the

respondents involved directly in this research project who donated their time and gave me

valuable data for relatively little in return. I am grateful.

iv

TABLE OF CONTENTS

DECLARATION..............................................................................................................................i

DEDICATION................................................................................................................................ii

ACKNOWLEDGEMENT..............................................................................................................iii

TABLE OF CONTENTS...............................................................................................................iv

LIST OF FIGURES......................................................................................................................viii

LIST OF TABLES..........................................................................................................................ix

ACRONYMS AND ABBREVATIONS.........................................................................................x

ABSTRACT...................................................................................................................................xi

CHAPTER ONE..............................................................................................................................1

1.0 Introduction................................................................................................................................1

1.1 Background of the Study...........................................................................................................1

1.2 Statement of the Problem...........................................................................................................5

1.3 Research Objectives...................................................................................................................6

1.5 Research Questions....................................................................................................................6

1.5 Scope of the Study.....................................................................................................................6

1.6 Significance of the Study...........................................................................................................7

1.7 Theoretical Framework..............................................................................................................7

1.8 Conceptual Framework..............................................................................................................9

1.9 Operation definition of key terms............................................................................................10

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1.10 Organization of the study.......................................................................................................11

CHAPTER TWO...........................................................................................................................12

LITERATURE REVIEW..............................................................................................................12

2.0 Introduction..............................................................................................................................12

2.1 Learners' self-interest and attitude towards Literature.............................................................12

2.2 Teaching methodologies and their motivation to learning Literature.....................................15

2.3 Teaching and Learning Resources in Literature......................................................................23

2.4 Conclusion...............................................................................................................................26

CHAPTER THREE.......................................................................................................................27

RESEARCH METHODOLOGY..................................................................................................27

3.0 Introduction..............................................................................................................................27

3.1 Research Design......................................................................................................................27

3.2 Target Population.....................................................................................................................28

3.3 Description of Sample and Sampling Procedures...................................................................28

3.4 Description of Data Collection Instruments............................................................................29

3.5 Data Collection Procedures.....................................................................................................30

3.6 Data Analysis Techniques and Discussion..............................................................................30

3.7 Ethical Consideration...............................................................................................................30

3.8 Conclusion...............................................................................................................................31

CHAPTER FOUR.........................................................................................................................32

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PRESENTATION, INTERPRETATION AND DISSCUSSION OF THE FINDINGS...............32

4.0 Introduction..............................................................................................................................32

Instruments Return Rate................................................................................................................33

4.2 Demographic Information.......................................................................................................34

4.3 Learners' self-interest and attitude towards Literature.............................................................39

4.4 Responses on teaching methodologies....................................................................................49

4.4.1 Field trips..............................................................................................................................49

4.4.2 Assignment...........................................................................................................................50

4.4.3 Group Discussion..................................................................................................................52

4.4.4 Demonstration.......................................................................................................................54

4.5 Teaching and Learning Resources in Literature......................................................................55

4.5.1 Textbooks.............................................................................................................................55

4.5.2 Adequacy of Available Literature Textbooks.......................................................................57

4.5.3 Television.............................................................................................................................58

4.5.4 Computers.............................................................................................................................59

4.5.5 Internet provision..................................................................................................................60

4.6 Conclusion...............................................................................................................................62

CHAPTER FIVE...........................................................................................................................63

5.0 Introduction..............................................................................................................................63

5.1 Summary of the findings.........................................................................................................63

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5.2 Conclusion...............................................................................................................................65

5.3 Recommendations....................................................................................................................66

5.4 Suggestions for further Research.............................................................................................67

References......................................................................................................................................68

APPENDICES...............................................................................................................................74

APPENDIX A: QUESTIONNAIRES FOR STUDENTS.............................................................74

APPENDIX B: QUESTIONNAIRES FOR TEACHERS.............................................................80

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LIST OF FIGURES

Figure 1.1.0: Impact of learner motivation to the learning of literature.........................................9

Figure 4.2.2: Teachers' Professional Qualification.......................................................................36

Figure 4.2.3: Teaching Experience...............................................................................................38

Figure 4.3.4: Literature as the best subject to learners..................................................................39

Figure 4.3.5: Responses on learners' reading novels.....................................................................42

Figure 4.3.6: Literature is difficult to study..................................................................................47

Figure 4.4.7: Response rate on group discussion..........................................................................52

Figure 4.5.8: Adequacy of literature Textbooks...........................................................................57

Figure 4.4.9: Availability of Television........................................................................................58

Figure 4.5.10: Response rate on the internet provision.................................................................60

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LIST OF TABLES

Table 3.1: The sample for the study..............................................................................................29

Table 4.1.1: Questionnaire Return Rate........................................................................................33

Table 4.2.2: Age Range of Respondents.......................................................................................34

Table 4.2.3: Gender distribution....................................................................................................35

Table 4.3.4: Friendliness of the literature teachers........................................................................40

Table 4.3.5: Reading culture..........................................................................................................43

Table 4.3.6: Literature text books..................................................................................................45

Table 4.4.7. Responses on field trips.............................................................................................49

Table 4.4.8: Responses rate on assignment frequency..................................................................51

Table 4.4.9: Response rate on demonstration................................................................................54

Table 4.5.10: Availability and use of Textbooks...........................................................................55

Table 4.5.11: Availability of Computers.......................................................................................59

Table 4.5.12. Sharing a literature textbook....................................................................................61

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ACRONYMS AND ABBREVATIONS

CUEA: Catholic University of Eastern Africa

ICT: Information and Communication Technology

ISL: Information Science Learning

KCSE: Kenya Certificate of Secondary Education

MIUC: Marist International University College

MOE: Ministry of Education

SPSS: Statistical Package for Social Sciences

TSC: Teacher Service Commission

xi

ABSTRACT

This study aimed at finding out the impact of learner motivation to the learning of literature in public secondary schools in Lang'ata sub-county: Nairobi County. It has been observed that learner motivation is a need to be attended to in order to enhance the learning of literature in public secondary schools. Therefore, it is imperative to study factors that affect motivation of learners of which self-interest and attitude; teaching methodology; and teaching and learning resources cannot go unmentioned and which this work addressed in particular. To facilitate this research, two public secondary schools were randomly selected and questionnaires were issued to the literature teachers and students. A total of 64 respondents composed of 4 teachers two from each school and 60 students 30 from each school participated. Survey research design was employed. Tables and figures were used to present the analyzed data.

From the research, the following were the findings: There is strong self-interest and positive attitude of learners towards literature. This is shown through the graphs and tables where learners reveal their love for literature and take it as their best subject, they like reading many novels and they study literature not because it is compulsory but because they like it. This means that literature would be studied by the majority even when it is made optional. There were few students having negative attitude towards literature.

Learner motivation that come with the teaching methodologies such as assignment, group discussion, classroom drama and demonstration were found to be used in the teaching of literature which may have a positive effect when it comes to the learning of literature. However, field trip was less considered in the teaching and learning of literature in the schools.

Teaching and learning resources was found to be a contributor to learner motivation and have an impact to the learning of literature. The availability and adequacy of literature textbooks help learners to do their assignments well without disturbance and easy access. However, no much importance was put on the use of television, computers and internet which would motivate learners more and have a positive impact on the learning of literature.

The study recommended the following: Students should be motivated and encouraged and make them know that literature is not difficult to study. Teachers should be given workshops and seminars on modern ways of teaching literature that can motivate learners, and put much importance on field trips.

Teachers should give a lot of importance on the use of technological resources such as television, computers and make use of available internet in teaching literature because these are resources that are relevant today, hence motivation in learning literature.

xii

CHAPTER ONE

1.0 Introduction

This chapter deals with the background of the study, statement of the problem, research

questions, scope of the study, significance of the study, theoretical framework, conceptual

framework and operational definitions of key terms.

1.1 Background of the Study

Literature is constituted by language and it represents one of the most recurrent uses of language.

Language and linguistic analysis can also be employed to access literature from the learner’s

point of view. Brumfit and Carter (1986) emphasize the role of literature as a partner of

language. This observation is significant since literature has been widely used as a teaching tool

in different language teaching methods.

The goals of teaching and learning literature, according to Akyel and Yalcin (1990) are to expose

students to literature to achieve a broader educational and cultural goal, and developing ‘literary

competence. In Sweden, the central role of English as a world language and its importance to

students in terms of language skills and knowledge of the varying cultures in the English

speaking world, has been appreciated (Norling, 2002). The National Curriculum Guideline

(NCG) for upper secondary school in Sweden stresses the importance of English as a lifelong

skill that can be further developed after completion of schooling and the importance of students

being motivated to want to improve their skills both while at school and afterwards. More

specifically, Hill (1986) noted that the aim of studying English literature is for the students to

1

2

improve their ability to read literature in English with good understanding and reflect over texts

from different perspectives.

Therefore, the ability to read, understand and reflect on texts from different perspectives

emphasizes the curriculum’s ambition to widen students’ perception of the world around them.

Through literature, it is believed that students gain insights, develop a sense of understanding and

toleration and experience new perspectives about learning. The key factor to accomplish all these

aims and objectives is motivation as it makes teaching and learning to take place in an effective

way. To learn any subject including Literature in the classroom or outside the classroom, one has

to be motivated and interested to do so. In addition, learners need motivation to learn literature to

improve their academic literacy skills such as reading, writing, speaking, listening, and thinking.

Nevertheless, Sean (2010) appreciates that teaching literature in the classroom is not an easy task

and is often challenging for both the teacher and the student. He singles out the challenge of

weak literature students who cannot read literary texts no matter how much time a teacher gives

them. In this case, it is very difficult for a teacher to discuss with students anything about the

story such as plot, themes, characterization when learners know nothing about the story. Sean

also reports that it is very difficult to sustain the interest in studying literature in a classroom.

Sean points out that it is only motivation that can make students enjoy studying literature. When

students are motivated, learning occurs. If students do not learn, it is because they are not paying

attention or they do not care, and in the end literature is not internalized and no behavioral

change occurs in students.

The word motivation is complex and difficult to define. It seems to have been impossible for

theorists to reach consensus on a single definition. Covington (1998) states that motivation, like

3

the concept of gravity, is easier to describe in terms of its outward, observable effects than it is to

define. Nevertheless, people have tried to define the term motivation in their own

understandings. The first definition found during this study by Macmillan's dictionary (1979)

states that to motivate means to provide with a motive; move to effort or action. It refers to the

factors which move or activate the organism to action toward a desired goal. Furthermore,

Gardner (1985) states that motivation involves four aspects: a goal, an effort, a desire to attain

the goal and favourable attitude toward the activity. Motivation is therefore a force to create and

sustain intentions and goal combined with energy to work toward that goal. Additionally,

Mwamwenda (2004) refers to motivation as something innate within individuals which energizes

and drives an inner force. Motivation can also refer to external stimuli used to make individuals

engage in certain behaviours.

Numerous studies such as Wigfield and Eccles (2002); Wigfield and Waguer (2005) have

unanimously agreed that intrinsically motivated students have higher achievement levels, lower

levels of anxiety and higher perceptions of competence and engagement in learning than students

who are not intrinsically motivated. Intrinsically, motivation is defined by Ryan and Deci (2000)

as the doing of an activity for its inherent satisfactions rather than for some separable

consequence. When intrinsically motivated, a person is moved to act for the fun or challenge

entailed rather than because of external pushes, pressures, or rewards.

Intrinsic motivation is understood as natural motivation and is a critical element in cognitive,

social, and physical development because it is through acting on one’s inherent interests that one

grows in knowledge and skills. Further, Ryan and LaGuardia (1999) explain that intrinsic

motivation exists within individuals, and on the other hand, extrinsic motivation exists in the

4

relation between individuals and activities. People are intrinsically motivated for some activities

and not others, and not everyone is intrinsically motivated for any particular task.

Krause, Bochner and Duchesne (2006) are of the view that teachers frequently use extrinsic

motivation like rewards, praise, free time, food and even punishment to encourage and stimulate

their students towards learning (Krause, Bochner & Duchesne, 2006). Researchers such as

Williams and Williams (2011) believe that motivation is not exclusively intrinsic or extrinsic in

orientation. A balanced pedagogical approach in the classroom includes the combination of both

intrinsic and extrinsic motivation. The efficacy of intrinsic and extrinsic motivations depends on

time and context. Educators may use these at a particular time and or in a certain activity.

Similarly, the same activity can be seen as intrinsically or extrinsically motivating by different

students.

Saeed and Zyngier (2000) therefore advice teachers that it is very important for educators to

understand the different types of extrinsic motivation and how they may work as they cannot

always rely on intrinsic motivation to promote learning. Many of the class room activities that a

teacher wants students to do are not necessarily in themselves interesting or enjoyable.

Therefore, using more active and volitional forms of extrinsic motivation such as electronic

media sources, are effective strategies for successful teaching (Ryan & Deci, 2000). Therefore,

teachers should learn how to motivate learners and sustain their motivation because learners'

motivation is a vital element in teaching and learning.

In Kenya, Nyantika (1996) carried out a study on factors leading to poor performance in KCSE

in Magombo zone of Nyamira District. The study identified lack of students' motivation to boost

their morale as one of the factors to blame for poor KCSE performance. Hence, poor motivation

5

of learners would negatively affect learners' performance and learning of any subject. It is clearly

shown that motivation of learners is key to teaching and learning process. It is against this

background that the present study sets out to explore the impact of learner motivation to the

learning of literature in Lang’ata Sub County .

1.2 Statement of the Problem

The study sought to analyze the contribution of learner motivation in learning Literature in

public secondary schools in Lang’ata Sub County: Nairobi County, Kenya. This is because

several studies have been carried out on motivation, learner/student motivation and motivation in

other particular subjects (Nguyen, 2008; Tella, 2007; & Johanson 2010) but not specifically in

literature or its (motivation) contribution to the learning of Literature. It is also because the

problem still exists as learners have less or no interest to learn, leading to underperformance in

English literature.

For any kind of learning to take place there must be interest – interest in teachers to teach and

interest in learners to learn. Additionally, the availability and adequacy of learning and teaching

resources makes learning to take place successfully. Therefore, interest and availability of

teaching and learning resources constitutes learner motivation. The absence of motivation has a

negative effect in the standard of education in the country as the students are deprived of the

need of knowledge because of the poor teaching and learning resources and lack of interest of

teachers to use proper teaching methodologies.

6

1.3 Research Objectives

The study focused on the following objectives:

i. To investigate learners' self-interest in learning of literature.

ii. To find out teaching methodologies and their impact on motivation in learning literature.

iii. To explore the teaching and learning resources and their impact on motivation of learners

in learning literature.

1.4 Research Questions

The study aimed at answering the following questions:

i. How does learners' self-interest contribute to the learning of Literature?

ii. What are the teaching methodologies that motivate learners to learn Literature in the

secondary schools?

iii. What are the literature teaching and learning resources, and how does their adequacy

contribute to the learning of literature?

1.5 Scope of the Study

Kombo (2006) defines scope as the area that is covered by the study. This study on the impact of

learner motivation to the learning of Literature was carried out in public secondary schools of

Lang'ata sub-county in Nairobi county. the study intended to find out the impact of learner

motivation to the learning of literature. The focus was particularly on literature teachers and

students sampled within Lang'ata sub-county as a target population

7

1.6 Significance of the Study

This study will help schools and teachers to understand the importance of motivating learners in

their studying of Literature. Therefore they will find means and strategies of how they can

motivate learners. The findings of the study would be of great help to the Ministry of Education

(MOE), Teacher Service Commission (TSC), parents and the principals in formulating better

strategies of motivating public secondary school students in order to increase quality and

productivity in terms of learner academic results especially in Literature.

It is the responsibility of the government in conjunction with the MOE to work in collaboration

with all the stakeholders to ensure that public secondary school students are motivated enough to

make the learning process of Literature more interesting and enjoyable. This will influence both

literature teachers and learners to face challenges encountered during teaching and learning

process.

1.7 Theoretical Framework

This study was based on operant conditioning theory which is associated with Skinner. Skinner

postulated that learning occurs through reward and punishment and that behaviours result from

the consequence of similar previous behaviour. According to Skinner, as argued by Orlich

(2007), if students obtain positive reinforcement for certain behaviour, they tend to repeat it with

vigour. If they do not, they tend to lose interests in everything and their performance suffers.

This is because positive reinforcement shows that what the learner is doing is good and it makes

them to like doing it.

On the contrary, if the reinforcement is negative, the learner knows that what he or she is doing

is bad therefore, he or has no interest to do the same. Skinner therefore, believes in positive

8

reinforcement such that the students are immediately rewarded upon giving correct responses in

a learning environment. The behaviours develop because students learnt to read through

reinforcement. A learner is reinforced during a lesson when the words he or she hears or sees

correspond to the response that one anticipates.

In support of the Operant Theory, Orodho (2003) adds that, students' motivation to undertake a

task depends on an expected reward. In this regard, a positively perceived reward induces

positive motivation and subsequently releases high achievement. The negatively perceived

reward leads to the negative attitudes and achievement. It is also implicit that the students'

motivation to learn is influenced by the teaching experiences of the teacher, availability of

instructional materials, learners' attitude and the teaching methodologies. However, when

reinforcement is evenly done, learner's motivation is increased. It also makes the learner to

depend on external rewards for him or her to work hard and get along with others. Extrinsic

reinforcement is majorly used when the struggles of intrinsic reinforcement have failed. This

theory is useful to this study because learners are to be positively encouraged by the teachers

during learning process so that learners have positive attitude towards literature and develop self-

interest. It is also related in the way that, proper methods of teaching and instructional materials

positively motivate learning in learners.

9

1.8 Conceptual Framework

Reichel and Ramey (1987) define a conceptual framework as a set of broad ideas and principles

taken from relevant fields of inquiry and used to structure a subsequent presentation.

Figure 1.1.0: Impact of learner motivation to the learning of literature

Figure 1.1.0 above illustrates that learner motivation is directly affected by the motivators which

are intrinsic and extrinsic; teachers and resources. In other words, the Independent Variables

(motivators, teachers and resources) directly affects the Dependent Variables which in this case

10

Intervening Variables Dependent VariablesIndependent Variables

Motivators

Learner's self interest in learning

Teacher's role

Teaching methodology

Choice of lesson activities

Teaching

and

Learning of

Literature

Learner Motivation

Literary resources

Adequacy of teaching and learning resources

is the learner motivation in the learning and teaching literature. This means that the quality and

type of learning literature will rely on how these motivators, teachers and literary resources are

executed.

From this statement it can be deduced that depending on the manner in which the motivators are

implemented, the learners are bound to be affected in a certain way thus their attitude towards

learning literature determined to be either good or bad.

1.9 Operation definition of key terms

Student/learner: A person formally engaged in learning, especially one enrolled in a school or

college.

Motivation: The factors which move or activate the organism to action toward a desired goal.

Learner motivation: Desire and reasons of a learner to participate in the learning process

Learning: A process of making a permanent change in an individual's knowledge and behavior.

Literature: Oral or written works used to communicate people folklore using an elevated

language.

Public Secondary School: An institution for educating children usually after primary education.

Secondary school education in Kenya takes four years.

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1.10 Organization of the study

This research is organized in five different chapters. Chapter one dealt with the background of

the study, statement of the problem, the research objectives, research questions, significance of

the study, scope of the study, definitions of key terms, conceptual framework and theoretical

framework organization of the study. Chapter two dealt with related literature review. Chapter

three was comprised of research design, target population, sample and sampling procedures and

description of data collection instruments, description of data collection procedures and data

collection procedures, data analysis techniques and ethical consideration. Chapter four discussed

as well the findings, the interpretations and discussion of the responses and lastly chapter five

entailed the summary, conclusion and recommendations.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter deals with the analysis of related literature on the contribution of learner motivation

to the learning of literature in public secondary schools. Therefore, this chapter stresses on

learner's self-interest in learning literature, teaching methodologies and teaching and learning

resources in Literature.

2.1 Learners' self-interest and attitude towards Literature

Interest is often thought of as a process that contributes to learning and achievement. That is,

being interested in a topic is a mental resource that enhances learning, which then leads to better

performance and achievement (Hidi, 1990). According to Hidi and Renninger (2006), three

factors contribute to the development of interest: knowledge, positive emotion, and personal

value. As individuals learn more about a topic, they become more skilled and knowledgeable. An

increase in knowledge can bring about positive affect as individuals feel more competent and

skilled through task engagement. In addition, as they spend more time with the activity, they may

find personal meaning and relevance in the activity, such as when a high school student

discovers that an understanding of Literature can help him or her pursue his or her dream of

becoming a writer.

13

From a psychological point of view, Chang argues that the term interest has a two-ply meaning

that involves, first, an individual’s internal orientation when he/she expresses the choice of

someone or something and, second, the small difference between interest and motives as both of

them are the internal causes of an individual’s behaviour (Chang, 1996). On the other hand Chiu

(2007) said interest is inherent and yet can be improved by external forces. Chiu (2007)

addressed interest in learning in three categories: individual interest, which is a personal quality

that is quite stable and fluctuates little; situational interest, which is an emotional state elicited by

amusing mathematics-related activities or the content of teaching materials; and interest-induced

psychological state that occurs when an individual is showing intense interest in something and

he/she focuses all attention on what sparks that interest, while ignoring anything else in the

surroundings.

Chiu (2007) also said interest can be generated in a classroom setting to offer meaningful options

to students by: selecting well-compiled teaching materials; selecting teaching materials that are

full of variation and also liveliness; selecting teaching materials that students have prerequisite

knowledge of; encouraging students to be active participating learners; giving hints/reminders

immediately relevant to students; putting to use ideas of novelty and variation; and helping the

teacher set an example by showing passion and interest about what is being taught.

A study carried out by Lee, Chao and Chen (2011) in Taiwan established that students’ interest

in learning exerts a positive and significant effect on learning outcomes in Taiwanese colleges.

They categorised interest and presented five core themes pertaining to individual interest and/or

situational interest, namely: latent interest; actualised interest; text-based interest; task-based

interest; and knowledge based interest. In their research project, Lee, Chao and Chen found that a

14

reader shows little interest in reading materials about which he/she lacks relevant intellectual

experience.

They also identified the factors behind task-based interest: Encoding-task manipulation: a

method to improve an individual’s interest in learning by changing his/her learning objectives or

strategies; and Change-of-text manipulation: By emphasizing certain parts of the text, this

method helps remove redundancy from the structure of learning content or enhance the logical

connection throughout the textual content and, consequently, impels the individual to become

more interested in learning. That is, most learners increase interest in learning if they are able to

understand easily the textual content. To sum up, the reviewed study was important in

illuminating the role of self-interest towards learning in general. Unlike the study was carried out

in Taiwan, the present study which is being carried out in Kenya.

A genuine interest in school subjects is important. In their study Evans and Wedege (2004) found

out that students with an interest in Mathematics are likely to be more motivated to manage their

own learning and develop the requisite skills to become effective learners of that subject. Hence,

interest in mathematics is relevant when considering the development of effective learning

strategies for mathematics. In contrast, anxiety about learning mathematics can act as a barrier to

effective learning. Students who feel anxious about their ability to cope in mathematics learning

situations may avoid them and thus lose important career and life opportunities. The same also

applies to Literature whereby students with interest in learning Literature are likely to be more

motivated to manage their own learning and face the challenges that come with the learning of

Literature.

15

Similarly, Renninger (2000) writes in her paper that in Informal Science Learning (ISL)

participants are typically assumed to set their own goals. The activity that follows is the basis for

their enjoyment and learning. Participants may come to ISL with little to no interest for science,

however. Such participants are not in a position to be setting and revising goals or exerting

effort, since they know very little about their possibilities in given contexts. They are often only

looking for an experience, rather than specific information or skills (Falk, 2005; Roggenbuck,

Loomis, & Dagostino, 1990). Participants who come to ISL settings with developed interest, on

the other hand, set more task-specific goals, self-regulate, and exert effort easily in the domain of

their interest(s) and these behaviors can almost be considered to be a habit (Lipstein &

Renninger, 2006). Participants, too, are looking for an experience but have more focused

questions that inform their participation. Participants do not need the same type of support in

order to set goals, self- regulate, or exert effort. The participants' interest can be said to provide

this scaffold for them. The study on Informal Science Learning, Renninger (2000) established

that self-interest students or self-motivated students have long study endurance. The reviewed

study was important towards learning of informal sciences. However, unlike the above study that

was carried out on informal science subjects, the current study carried out on literature as a

subject in public secondary schools in Kenya.

2.2 Teaching methodologies and their motivation to learning Literature

Method or process is the way in which content is presented, that is, the approach used for

instruction. Two basic approaches for supporting and cultivating motivation in the classroom are

creating a classroom structure and institutional method that provides the environment for optimal

motivation, engagement, and learning; and helping the student to develop tools that will enable

him or her to be self-regulated. For students to be motivated to learn, teachers should focus on

16

the material to be learned and on how the students interact with it. Learners need to be logically

be guided through the information and monitor their progress adjusting as necessary.

As expected, the natural use of technology and the Internet is essential here for building

interactivity and just-in-time learning.

In the process of learning, Palmer in particular established that 'encouragement and praise of

learners motivate them to learn. This includes positive verbal statements of encouragement and

praise by teachers that can strongly influence student motivation. Praise for effort and for

improvement can build a student’s self-confidence. Esteem can be boosted by emphasizing his or

her performance relative to personal goals. It is important that the student feel seen and gotten'

(Palmer, 2007, p.38-42).

Williams in his study also found out that in the area of content and process, group discussion,

group projects, and group presentations are part of student motivation. Through guided

discussion, students can demonstrate reading comprehension with integration of multiple and

different texts and critical thinking using analysis and synthesis of information. That is, students

are able to discuss and make connections between the textual knowledge, news or current events,

and their personal experiences that motivate their thinking.

Brandes (1986, p. 12) claims that: “learning what is meaningful and relevant depends partly on

what is taught and partly on how it is taught.” With the emphasis on what Brandes considers, it is

believed that if teaching literature fails to achieve its goals, it is not merely the fault either of

literature as a subject or the weaknesses of the learners. Rather, it is the approaches, methods and

strategies used by teachers and educators to handle the huge bulk of literature.

17

Thus, developing methodologies for teaching literature comes to be a very urgent

recommendation on the part of both researchers and teachers to make the process more effective

and consistent. Literature is a reading-centered task; therefore, teaching and learning literature

cannot work without considering highly the skill of reading. Efficient literary reading however

remains a hindrance in the way of teachers and learners because of the absence of consistent

techniques and strategies that could facilitate the task. It is therefore the duty of the teachers of

literature to make the study of literature interesting and also sustain students’ motive to seek an

appropriate pleasure and knowledge which is usually found in studying literature.

In teaching and learning Literature, there are a number of methods used to make the learners feel

interested in the lesson and make the subject more attractive. A study carried out by Anisa,

Mujawar and Phil (2013) focuses on some creative techniques to promote the teaching and

learning of English literature such as use of films/dramas, author’s introduction, scope of

creativity, role plays, post-teaching activity, exercises for reading beyond the lines and finding

out human values, orientation for explaining career opportunities other than films, and field trip.

This is further elaborated below.

Films / Dramas: Many films and dramas are produced on many novels and stories. These films

or dramas can be showed to students after or before teaching the novel or drama. It is very

appealing to invite students to compare the film with the text. This helps them to use their

comparative skills of language. It is an effective way to inculcate among the learners very useful

skills and strategies to acquire the language in context.

Author’s introduction: Students can be motivated to present a brief biographical sketch of the

author in the class. It is remarkable to collect all the detailed information of the author and his

18

literary works. This makes students aware of the literary world of authors. Some students can be

asked to write one paragraph on each work of the author. Such information can be compiled. It

helps them to know the background of the author and his writing.

Scope of creativity: It is a great activity to rouse students to write a poem on the novel, story on

a poem or picture, draw a picture on a poem, and write a poem on a picture. We can organize

competitions for such activities. It will be a nice opportunity for students to enhance their

abilities to learn language by using their creative faculty.

Role plays: It is easy to arrange the enactment of the drama. It is also possible to organize the

small role play sessions. It helps to increase students’ abilities to learn literature as well as it

helps them to improve their speech.

Post-teaching activity: Teachers can ask the students to imagine different ends to the drama,

story or novel. It is interesting to listen to various possibilities to end the work. Students can

brainstorm a lot and bring out their creative talents. It ignites their heart, mind, and love for

literature. They become competent to express themselves. It is true as Chris Morgan, et al.,

mention, "competence in a skill is acquired by practice. The principal challenge for the teachers

is to provide maximum opportunities for practice with individual feedback upon developing

expertise" (141). Teachers have to make students competent.

Exercises for reading beyond the lines and finding out human values: It is easy to ask

students to find out human values in the novels, stories, dramas and poetry. It affirms the value

and significance of literature. Students note the universal values in literature. It inculcates in

them the need to believe in equality of human beings. It is necessary to teach students of

literature to learn some human values and principles of life from the pieces of literature.

19

Teachers have to encourage them to learn the values and follow them in practical life. They can

be inspired for patriotism, humanism, kindness, loyalty, truth, peace, love, social reforms etc.

They must read literature beyond the lines. It helps to increase the maturity level of students.

It also refines their sensitivity and enables them to be sympathetic as well as empathetic. They

will be trained to become concerned and considerate.

Orientation for explaining career opportunities other than films: "The students get interested

in the study of literature if they come to know about the opportunities of jobs and careers. There

are some jobs where the competency in literature is certainly an addition in the personal profile

of the candidates. The students of literature can do everything in a very unique way in the fields

like journalism, tourism, publications, freelancing, translations, audio books, places of public

interests, websites of literature, embassies and cultural centres" (Anisa et al, 2013, 123-126).

Field trip: The fieldwork/study requires that students under the guidance of the teacher go out of

the classroom situation and observe. Lonergan and Andresen (1988) define fieldwork as any

place where supervised learning can take place via firsthand experience outside the constraints of

the four-wall classroom setting. It can be organized to take place in the school and not

necessarily to go out of the school though might that important be. Most secondary school

teachers have had a misconception that field work is only effective when the study is taken to a

far area. This misconception has made field work to be used only by a few schools and can only

be used once or twice in the entire secondary school life of a student. In Literature for example, a

school may require to plan inviting a theatre group to do some performances in the school as part

of educational theatre without students traveling to theatre centers.

20

Field trips help students to develop critical thinking, analyzing what they see and problem

solving. Further, it is similar to organizing interviews of the great/popular writers/critics/actors/

actresses. Students believe that entry into the fields of cinema, script writing, song-writing etc., is

not possible. They think that it is difficult to build a career in these fields. It will be an evocative

occasion for them if teachers organize the interviews or talks of popular writers, actors and

actresses. With such activities students get inspired and motivated to study literature and enjoy

the assignments given to them.

Resourcing issues and the constraints imposed by a school's timetable may well limit the given

opportunity to undertake studies that involve fieldwork, so it is vital for fieldwork activities to be

planned in order to maximize the wide range of educational benefits from such activities. For the

teachers, it is also an area in which their legal responsibilities and obligations as teachers

particularly in relation to health and safety, demand that their planning and preparation are of

highest standards possible. The planning issues that need to be addressed include: learning

framework, field style strategy, resource preparation and organization (Lambert and Balderstone,

2000).

Hart and Thomas (1986) as quoted by Lambert and Malderstone (2000), proposed a contextual

framework for meaningful fieldwork. This framework for fieldwork recognizes the importance

of pre-fieldwork preparation and pos-fieldwork follow-up in achieving the desired learning

outcomes. Fieldwork is to engage learners in learning directly in a manner similar to the notion

of experiential learning which can be motivating. Fieldwork in Literature is concerned with

making sense of human environment and their interaction, it follows that learners should have

the chance of interpreting the events by using their senses, for example, by seeing, hearing, and

emotionally have a feel of what is going on. Fieldwork can be in form observation, participation,

21

earner-practitioner and participant observation. Fieldwork as being essential strategy in the

teaching and learning of Literature, it needs to be well prepared and planned by the school in

collaboration with the Literature teachers so that students can be motivated to learn and benefit

from it.

If the teachers of literature do not find out creative methods of teaching literature and employ

them in their teaching, the classroom teaching can become the elongated monologues. Hence, it

is essential to teach literature with the help of new methods. With these methods it is possible to

involve all the students in the learning activities. It gives them an opportunity for

interdisciplinary study. It will help them to undertake research in other disciplines or it will

encourage them for comparative study.

The reviewed study was important in enhancing students’ involvement and love for literature. It

was also important for helping students to enrich and sustain their efforts of learning literature.

However, the reviewed study was done at university level and involved the university students

while the present study was out in secondary schools.

Teacher Exposition

Kiryacou (2000) argues that teaching exposition makes clear use the structure and purpose of the

learning experience, gives the information, describes and demonstrates, uses questions and

discussions to facilitate exploration of learners' learning. Ayot and Patel (1992) define exposition

as an approach to teaching used by teachers to impart knowledge to the students by presenting

the information in a step by step way through lecture, explanation, and the provision of guided

practice. They also maintain that this method includes lecture method, storytelling, narratives,

teacher demonstration, text-reading, recitation, note taking and audio-visual presentation.

22

If this methodology is over emphasized upon in a literature lesson which is more centered on the

teacher than students and also requires use of diversity of materials such as textbooks, it may

become a challenge to teaching and learning of literature. The present study intends to examine

the impact of learner motivation to the learning of literature in secondary schools. In this case it

will emphasize on methodologies used to teaching literature in secondary schools.

Group Discussion

Mukwa and Too (2002) define discussion as a technique that most teachers use in teaching and

learning process. He defines it further by saying that is an activity in which students, under the

supervision of a teacher, exchange points of view so as to arrive at a collective decision or

conclusion. Group discussion enhances work, problem solving, student research and case study.

Working in groups can promote the development of a range of valuable learning and

interpersonal skills. If students are active for a large part of the time, working in groups can

increase the enthusiasm and motivation to learn. Killen, as cited by Butty (2002) states that

interaction among students are integral part of small group learning and this process can often be

enhanced by asking students to follow a set of discussion rules.

Discussion in a Literature class should not consist simply of a teacher's sitting down to have a

chat with students, but rather be a carefully planned activity with predefined goals and a clear

structure. However, many teachers hold that discussion cannot be planned because they rely on

spontaneous and unpredictable interactions and that little time and effort are required to prepare

for discussion lesson (Killen, 2006; as quoted by Butt, 2002). If it is so, then discussion is a

challenge to teaching and learning literature. This study looks at the impact of learner motivation

in learning literature.

23

2.3 Teaching and Learning Resources in Literature

Resources refer to anything that the teacher uses to support his or her teaching and to help

students' learning process. These resources include published material such as novels, short

stories, poems; slides and music; audio-visual materials such as video, television programmes;

model, artifacts and material that the teacher has selected (Lambert and Balerstone, 2000). The

availability of teaching and learning resources in the teaching and learning process is of great

importance and is facilitated by the teacher (Herbert & Tankersley, 1993). Teaching and learning

resources play a critical part in acquisition and dissemination of knowledge and without which,

one would not understand the intricate nature of student learning (Nzanu, 2013).

Kiruhi (2009) argues that there is a wide variety of resources for making learning a stimulating

experience and that some resources can be collected by the teacher but others by students under

the guidance of the teacher in some circumstances. Poor teaching and learning may result from

inadequate resources, a major part of Literature is about what the learners can see, hear, feel and

experience around them and in the world, and Literature teachers rely on learners' personal

experience through the senses to bring into reality into their classrooms. The resources the

teachers use and the way in which they use them help the teachers to bring what they teach alive.

As such these resources have influence on students' motivation to learn.

In his research, Atieno (2014) writes about the influence of teaching and learning resources on

students’ performance in Kenya certificate of secondary education in free day secondary

education in Embakasi district, Kenya. Material resources according to Atieno include textbooks,

charts, maps, audiovisual and electronic instructional materials such as radio, tape recorder,

television and video tape recorder. Other category of material resources consist of paper supplies

and writing materials such as pens, eraser, exercise books, crayon, chalk, drawing books,

24

notebooks, pencil, ruler, slate, workbooks and so on. Adeogun (2001) discovered a very strong

positive significant relationship between instructional resources and academic performance.

According to Adeogun, schools endowed with more materials performed better than schools that

are less endowed. Private schools performed better than public schools because of the

availability and adequacy of teaching and learning materials. Mwiria (1985) also supports that

students performance is affected by the quality and quantity of teaching and learning materials.

The author noted that institutions with adequate facilities such as textbooks stand a better chance

of performing well in examination than poorly equipped ones. Therefore, Atieno (2014)

concludes that poor performance could be attributed to inadequate teaching and learning

materials and equipment.

Dzokai (2009) conducted a research on factors influencing teaching and learning of science

subjects in secondary schools, a case study of Kaswanga location, Mbita division of Suba

district. She found out that the teaching and learning resources such as textbooks and laboratory

equipments were insufficient. She also found out that in some schools one book was being

shared by five students and in others students had to travel to the nearest schools once a week for

laboratory equipments since there was none in their schools. This problem led teachers not to

give homework every day which made both teachers and learners develop negative attitudes

towards sciences and perform poorly in the subjects. Since they were public schools, she

recommended that government should provide sufficient resources such as textbooks to facilitate

the teaching and learning.

The two studies above carried out by Atieno (2014) and Dzokai (2009) respectively established

that adequate teaching and learning resources in a school facilitates the teaching and learning.

Therefore, the reviewed studies were important in illuminating the role of teaching and learning

25

resources towards academic performance and teaching and learning of science subjects

respectively. However, the present study focuses on the significance of motivation in the

teaching and learning of literature in public secondary schools. Additionally, the reviewed

studies were done in Embakasi and Suba districts respectively, while the current study is being

carried out in Lang’ata: Nairobi County.

Computers and the Internet or ICT activities are, however, other important resources which can

prove highly interesting and motivating for students in learning literature. These only have value

if they allow students to develop key skills A study carried out by Margan (2009) shows that ICT

resources draw the teacher’s attention to the importance of the visual element in motivating

students to become involved in the study of literature.

Margan further comments that "coming to terms with the digital era can be a difficult task for

literature teachers, but it is a challenge that they have to face in order to keep up with the times

and manage to provide motivation and necessary skills for their students. For methodologists, it

is a question of dealing with e-texts, digital literature, digital publishing and cyber-textuality"

(Margan, 2009, 104). Koskimaa (2007) refers to the emergence of a new type of literature,

digital literature, which has to be addressed by methodologists as it is complementary to the

traditional form of literature. This study shows that Internet provides teaching and learning

resources when it comes to videos of plays or film adaptations on YouTube or similar websites.

Hundreds of play scenes are just a click away and watching such a video seems to be far more

motivating for students. Websites provides teachers who want to spice up their lessons with

extracts of plays, interviews with actors and directors, etc. It would be a good idea to have the

students watch an extract from a play. The reviewed study was fundamental in shading more

light on the function of ICT and internet resources towards teaching and learning of literature.

26

However, the reviewed study did not address the challenges public secondary schools face in

purchasing or providing these resources for teaching and learning purposes. This study examines

the impact of learner motivation to the learning of literature in public secondary schools of

Lang’ata sub-county.

2.4 Conclusion

The chapter has presented the literature of other authors and researchers who wrote on learner

motivation and how it affects learning in students. The existing literature shows that learners like

literature and they take it as their favourite subject. Moreover, learners are more motivated to

learn literature in accordance of the teaching methods teachers use and the teaching and learning

materials. Researches done on motivation are convinced of the positive impact learner

motivation has on learning. However, no specific study has been done on the impact of learner

motivation to the learning of literature in Lang'ata sub-county, Nairobi County hence the present

study sought to annul.

27

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter describes the procedures followed in conducting this study. The chapter provides

research design, target population, sample and sampling procedures, data collection instruments

and data analysis procedures adopted in the study.

3.1 Research Design

This research adopted a survey design which is described by Mugenda and Mugenda (1999) as

an attempt by the researcher to collect data from members of a population in order to determine

the status of the population with respect to one or more variables under study. Similarly,

Nassiuma (2000) states that the aim of this design is to state, collect and analyse information on a

given set of characteristics in a population.

This study employed this method because it was concerned with asking questions. It sought to

get information by asking respondents about their views, perception and attitudes towards

learning Literature. Survey research design was suitable for this research because as described

by Oso and Omen (2011), it involved investigation of a realistic event and at the same time

involved a large population thereby made the researcher get information only from a sample that

was applied to the entire population.

28

3.2 Target Population

Target population is the total quantity of cases of the type which are object to a study

(Williamon, 2005). On the other hand, Delno (2006) describes population as a group of

individuals, objects and items that have the same characteristics from which the samples are

chosen for measurements. Therefore, in this research, the target population is the form three and

form four literature students, and literature teachers of public secondary schools in Langa'ta sub-

county. The form three and four students are chosen because they have long experience of

learning literature as compared to their colleagues in the lower forms. It is in form three and four

that Literature is taught much seriously as compared to the lower forms. So, for this reason, the

impacts of learner motivators, teacher's role and learning resources has more effect on them as

students. Teachers are equally important in this research because they are the ones in direct

contact with the learners and have the responsibility of making the learning process successful.

In this case, choose the teaching methodologies, class activities and teaching resources for

example a particular literary text to deliver the content. Therefore, they are in a better position in

motivating learners to learn and have positive attitude towards literature as a subject.

3.3 Description of Sample and Sampling Procedures

Sampling procedure is the process of collecting a number of individuals or objects from a

population such that the selected group contains elements representative of the characteristics

found in the entire group (Nassiuma, 2000). A sample on the other hand is a finite part of

statistical population whose properties are studied to gain information about the whole (Jalke,

2009). In other words it is a subset of the total number that could be studied.

29

The study adopted non-probability sampling strategy which is applied when a researcher is not

interested in selecting a sample that is representative of the population but rather concentrates on

the getting focused information about the subject matter of the study, (Mugenda & Mugenda,

2009).

The study focused on the teachers and students to obtain a sample size. Two schools were

selected to constitute the sample. From these two selected schools, 6 teachers and 60 students

were selected. Hence, a sample of 66 was used in the current study. A sample drawn from each

school as shown below:

Table 3.1: The sample for the study

School Teachers Students Total

Form 3 Form 4

School A 3 15 15 33

School B 3 15 15 33

Total 6 30 30 66

Table 3.1 above shows how the sample was collected from the two schools in the study

3.4 Description of Data Collection Instruments

Mutai (2000) illustrates research instruments as tools that the researcher uses in order to collect

data. In this research, questionnaires were used to collect data from students and teachers. In

30

other words, questionnaires are a collection of items to which a respondent is expected to react,

usually in writing.

3.5 Data Collection Procedures

The researcher first of all developed a proposal which was followed by the construction of

research instruments (questionnaires). Once ready, the researcher sought for an official letter of

authorization from the deputy principal academic of Marist International University College

(MIUC) to allow the researcher to conduct the study in the desired area of interest. This letter

was presented to the school authority of the respective schools where the study was conducted.

After this the researcher went to the field (the selected schools) and issued the research

instruments to the respondents that was sampled from the total population.

3.6 Data Analysis Techniques and Discussion

According to Orodho (2009), data analysis is the process of systematic searching and arranging

data from the field with the aim of increasing the researcher's understanding in order to enable

presentation to others. After collecting back the questionnaires, the researcher organized the

responses from the respondents and analyze the data received using Statistical Package for Social

Sciences (SPSS) and the results will be presented using charts, tables and graphs from which

conclusion will be deduced.

3.7 Ethical Consideration

Ethics is a branch of philosophy that deals with one's conduct and serves as a guide to one's

behaviour (Onen & Oso, 2011). There is complete dependence on personal work and where other

people's works are referred to; there is a clear indication of the authors in order to avoid

31

plagiarism. In addition, the researcher will ensure faithfulness in collection and analysis of data

by using the appropriate methodology to attain the required results instead of fraud.

Moreover, there will be no misuse of the privileges of the subjects. Maximum respect will be

insured and confidentiality in handling the data that will be obtained from the subjects.

Furthermore, anonymity will be enforced by seeing to it that there is no revealing of the

participants' names even if the information is to be publicly shared. In any case the identification

either by numbers third parties or pseudo names in order to secure the privacy of the participant.

3.8 Conclusion

As this study aims at providing to the academic world a worthy contribution by filling the gap,

opts for the use of these instrument method and procedure as stated above so as to help in data

collection and analysis.

32

CHAPTER FOUR

PRESENTATION, INTERPRETATION AND DISSCUSSION OF THE FINDINGS

4.0 Introduction

This chapter basically deals with the presentation of data, interpretation, and discussion of the

research findings. The data was collected from the English-Literature teachers and students from

two secondary schools in Lang’ata sub-county in Nairobi County. The data was obtained using

questionnaires for both teachers and students.

33

Instruments Return Rate

Table 4.1.1: Questionnaire Return Rate

Respondents Administered Returned

Category ƒ % ƒ %

Teachers 6 100 4 67

Students 60 100 58 97

Total 66 100 62 94

As portrayed in the Table 4.1.1 above, a total of 66 questionnaires were administered by the

researcher to the respondents where form threes and form fours in the two selected schools.

Teachers were issued 6 questionnaires while 60 were administered to the students. Only 58

students responded to the questions and gave back the questionnaires that accounted for 97%

return indicating a very good participation in the research exercise. Teachers, on their part, were

given 6 questionnaires equivalent to 100%. However, only 4 questionnaires were filled and

returned which accounted for 67% of the total questionnaires distributed indicating as well a

good participation in the research exercise irrespective of the fact that not all of them participated

by responding to the items in the questionnaire. This response implies the reliability of the

findings.

34

4.2 Demographic Information

Table 4.2.2: Age Range of Respondents

Teachers Frequency % Students Frequency %

21-30 2 50.0 15-17 46 79.3

31-40 1 25.0 18-20 12 20.7

41-50 1 25.0

Total 4 100.0 58 100.0

As depicted in Table 4.2.2, the age range of the respondents were between 15-20 for students and

21-50 for teachers. The findings showed that the majority (79.3%) of the student respondents in

the research ranged between 15 and 17 years while only (20.7%) were above 17 years. As it is

shown in the table 4.2.2 that all students were below 20 years of age which could contribute to

their learning enthusiasm and active participation in class. In the case of teachers 2 teachers were

aged between 21 and 30 years equivalent to 50% while ages ranging between 31 and 40 was 1

teacher constituting 25% and ages ranging between 41 and 50 was also 1 teacher constituting

another 25%. The middle aged adult literature teacher (41-50 years) contributed to the next

generation through meaningful work, creative class activities and know how to motivate the

young people to learn well. Table 4.2.2 above also indicates that majority of the teachers were

still young and mature enough to motivate learners to learn and put their interest at the needs of

their young students under their care, this had an impact to the learning of literature.

35

Table 4.2.3: Gender distribution

Respondents Literature Students

Teachers

ƒ % ƒ %

Male 1 25 29 50

Female 3 75 29 50

Total 4 100 58 100

Table 4.2.3 above indicates the gender of respondents. As designated, the study involved the

participation of both males and females for both teachers and students. For students, 50% of the

respondents were males while the other 50% were females. This implies that the student

respondents who participated in the study were in equal distribution in terms of gender. This is

due to the fact that one school was a girls’ school and the other a boys’ school. For the case of

teachers, 25% of the respondents were male while 75% were females. This indicates that the

majority of the teachers who participated in the study were females. Therefore, majority of the

research respondents were females. This consequently implies that Literature in most of the

secondary schools in Lang’ata is taught by female teachers. The gender for students was in equal

distribution between male and female because between the two schools one was for boys only

and the other for girls only.

36

Figure 4.2.2: Teachers' Professional Qualification

According to the figure 4.2.2 above, the teachers who participated in the research exercise were

only degree holders whose population was 100%. As it is depicted, all the teacher respondents

were degree holders. Consequently, they were well equipped with the right knowledge on how to

find right teaching materials and teaching methods that can motivate learners to learn and like

literature. It can, therefore be deduced that the teachers who participated in the study had the

required knowledge hence provided the relevant information as they were part and parcel of the

schools where the research was being carried out. Therefore, teachers' professional qualification

equips them with the knowledge to determine which activities can motivate learners to learn

during class.

Consequently, the higher the professional qualification, the better the teacher is deposed to

promote learner motivation in learning literature. This confirms Britton et al (2000) who

observed that 'teacher professional development involves activities which develop high

professional competence, promote positive personal and professional attitudes, increase teacher

knowledge and skills for improving student success and behaviour.' This proposition suggests

37

that teacher's professional qualification helps his or her cognitive level which in turn he or she is

able to teach well and motivate learners to learn.

38

75%

25%

Teaching Experience1-10 years 10-20 years

Figure 4.2.3: Teaching Experience

As displayed in figure 4.2.3 above, majority of those who participated in the study had teaching

experience of 10 years and above and constituted 75% of the total population. This indicates that

these teachers were experienced enough to know the best methods and the right teaching

materials for literature that can motivate a learner to learn literature. Experience helps the teacher

to gain proficiency in teaching and in raising the interest of the learner. A teacher who has taught

for more than ten years knows what is best for students and knows how to handle their academic

problems with no difficulties.

39

4.3 Learners' self-interest and attitude towards Literature

SA

A

UD

D

0.750000000000002

0.25

26%53%

17%3%

Students Teachers

Figure 4.3.4: Literature as the best subject to learners

Literature teachers and students were asked to indicate their level of agreement on whether

literature is the best subject of learner.

Figure 4.3.4 above shows that 26% of the students participated in this research strongly agreed

that literature is their best subject, a fact that was appreciated by 53% of students who agreed that

indeed literature is their best subject. It was also strongly agreed by the majority of the teachers'

(75%) that really students take literature as their best subject. On the contrary, 17% and 25% of

students and teachers respectively were undecided to know whether students take literature as

their best subject, while 3% of the students disagreed that literature is their best subject.

40

The student respondents were asked to indicate their level of agreement if the literature teachers

are friendly to them, and on the same teacher respondents were also asked to indicate their level

of agreement if they are friendly to learners. Their responses are summarized in the table below:

Table 4.3.4: Friendliness of the literature teachers

Responses Literature Students

Teachers

ƒ % ƒ %

Strongly Agree (SA) 3 75 31 53.4

Agree (A) 1 25 22 37.9

Undecided (UD) 3 5.2

Disagree (D) 1 1.7

Strongly Disagree (SD) 1 1.7

Total 4 100 58 100

Table 4.3.4 shows that 31 (53.4%) of the student respondents strongly agreed that literature

teachers are friendly to the learners, a view which was strongly agreed by 3 (75%) of the teacher

respondents that indeed teachers themselves are friendly to learners. 22 (39.9%) of the student

respondents agreed that literature teachers are friendly which was also confirmed by 1 (25%) of

the teacher respondents who agreed on the same. However, 3 (5.2%) of students were undecided

while 1 (1.7%) and 1 (1.7%) of students disagreed and strongly disagreed respectively that

literature teachers are friendly to learners. Generally, the majority of the respondents strongly

agreed and agreed that literature teachers are friendly to learners which clearly shows that there

is a good interaction between teachers and learners in Lang’ata public secondary schools.

41

Finocchiaro (1982) states that an enthusiastic and well prepared classroom teacher creates, foster

and maintain good relationship with learners, which is a key to learning. A friendly teacher

creates a relaxed and enjoyable atmosphere in the classroom, present activities in a clear,

interesting and motivating way, and help learners to increase their expectations of themselves.

The view of Finocchiaro suggests that self-interest that learners have in literature is also boosted

and encouraged by teachers who are friendly to them.

42

SA A UD D SD

26%

43%

12% 12%7%

50% 50%

Reading novelsStudents Teachers

Figure 4.3.5: Responses on learners' reading novels

Figure 4.3.5 above shows that 26% of the students strongly agreed that they like reading many

novels, a fact which none of the literature teachers strongly agreed. 43% of the students agreed

that that they like reading many novels, and this was supported by 50% of literature teachers who

also agreed. However, 12% of students were undecided on the fact that they like reading many

novels. The other 12% and 50% of students and literature teachers respectively disagreed, while

7% of students strongly disagreed that they like reading many novels. Results from the figure

4.2.5 show that majority of the learners like reading many novels an indication of learners having

self-interest which helps them to like what they do (reading), hence gain more knowledge.

However, 12% and 7% of students disagreed and strongly disagreed respectively on the fact that

they like reading novels, and 50% of literature teachers also disagreed that their learners like

reading many novels. This may suggest the lack of self-interest of learners or lack of textbooks

that can help learners to read as many texts as they want.

43

Table 4.3.5: Reading culture

Responses Literature Students

Teachers

ƒ % ƒ %

Strongly Agree 2 50 18 31

Agree 1 25 31 53.4

Undecided 1 25 5 8.6

Disagree 1 1.7

Strongly Disagree 3 5.2

Total 4 100 58 100

The table 4.3.5 above summarizes the responses the respondents made on whether literature

helps learners in reading culture. As shown in the table 4.3.5, 2 (50%) of the teacher respondents

strongly agreed on literature helping learners in reading culture. It was also strongly agreed by 17

(31%) of students who confirmed that literature inculcates their reading culture. 1 (25%) of

literature teachers and 31 (53.4%) of students respondents agreed while 1 (25%) of literature

teachers and 5 (8.6%) of students were undecided. Only 1 (1.7%) and 3 (5.2%) of students

disagreed and strongly disagreed respectively. The findings clearly revealed that majority of the

respondents strongly agreed and agreed with the statement that literature helps the reading

culture in learners, an indication that learners are interested in studying literature and love

reading which in turn they cultivate a reading culture that helps them to read other subjects with

ease.

44

This fact confirms Guthrie, Benneth and McGough (2007) who believe that: 'reading is the act of

getting meaning from printed or written words, which is the basis for learning and one of the

most important skills in everyday life'. It follows then that if one is in the practice of reading

regularly without thinking about it because of the permanence of its continuity, one can conclude

that good reading habits have been formed. This is because a habit is formed unconsciously

when an individual does something many times, and becomes part and parcel of such a person’s

life. This means that when a learner has a reading culture he or she is able to build or fix things,

enjoy stories, discover what others believe and develop ideas or beliefs of his or her own. Thus,

reading culture provides the key to all forms of information necessary for learners' day-to-day

academic growth.

45

Both teachers and students were asked to indicate their level of agreement on the following

statement: "Learners dislike literature because of the many literature text books one has to read".

The table 4.3.6 summarizes their responses.

Table 4.3.6: Literature text books

Responses Literature Students

Teachers

ƒ % ƒ %

Strongly Agree 3 5.2

Agree 3 75 3 5.2

Undecided 4 6.9

Disagree 1 25 19 32.8

Strongly Disagree 29 50

Total 4 100 58 100

Table 4.3.6 above shows that no literature teacher strongly agreed with the statement that

learners dislike literature because of many text books one has to read. However, 3 (75%) of

teachers agreed with the statement while 1 (25%) disagreed. As for students, 29 representing

50% of the student respondents strongly disagreed while 19 (32.8%) disagreed with the idea that

they dislike literature because of many text books they have to read. 4 (6.9%) students were

undecided while 3 (5.2%) and another 3 (5.2%) of students agreed and strongly disagreed with

the statement. The results show that the majority of the respondents disagreed and strongly

disagreed that learners dislike literature because of the many text books that one has to read. In

46

other words, it is not the number of texts that determines the interest of learners towards

literature as a subject. This is an indication that learners in Lang’ata public secondary schools

have a strong self-interest towards the study of literature despite a number of texts one has to

read.

47

Student and teacher respondents were asked to indicate their level of agreement with the

statement: 'Literature is difficult to study'. Their responses are summarized in the in the figure

4.3.6 below:

SA A UD D SD

2%7% 5%

38%48%

0.25

0.750000000000002

Teachers Students

Figure 4.3.6: Literature is difficult to study

The figure 4.3.6 above shows that 75% of the literature teachers and 48% of students strongly

disagreed that literature is difficult to study, and 25% of literature teachers and 38% of students

disagreed with the statement. None of the teachers were undecided, agreed or strongly agreed

that literature is difficult to study, while 5% of students were undecided. However 7% and 2%

students agreed and strongly agreed respectively that literature is difficult to study. Therefore,

from the findings, majority of the respondents had the positive attitude towards the subject of

literature meaning that there was also effective teaching and learning which motivate learners

and find it easy to learn the subject. It is the responsibility of the teacher to make learners feel

that literature is not difficult to study.

48

In their own opinions, respondents wrote that: "self-interest is good towards learning especially

literature because it makes learners learn easily for they go to class with the positive minds

towards the subject. Others understood self-interest as a driving force for better understanding of

literature. They said, if one is not interested in learning something he or she finds it hard to

understand the concept and what is taught would not stick no matter how hard the teacher tries to

emphasize. Most respondents directly said, if one has no interest has negative attitude towards

what he or she is learning, therefore, in literature such students would not read literature

textbooks which likely makes that student fail literature."

49

4.4 Responses on teaching methodologies

4.4.1 Field trips

Both teacher and student respondents were asked whether learners go for field trips. Their

responses are summarized in the table 4.4.7 below:

Table 4.4.7. Responses on field trips

Responses Literature Students

Teachers

ƒ % ƒ %

Yes 2 50 20 34.5

No 2 50 38 65.5

Total 4 100 58 100

(Number of times)

Once a year 2 100 17 85

Twice a year 1 5

Thrice a year 2 10

Total 2 100 20 100

The table 4.4.7 above shows that 2 (50%) of literature teachers accepted that learners go for field

trips, while the other 2 (50%) of teachers refused that learners do not go for field trips. 20

50

(34.5%) of students also accepted by saying yes that they go for field trips while 38 (65.5%) of

them said they do not go for field trips. Further, all the 2 (50%) of the teachers who accepted that

learners go for field trips indicated that they only go once in a year representing 100%. On the

side of the students, 20 (34.5%) who accepted, 17 (85%) indicated that they go once a year, 1

(5%) twice a year and 2 (10%) thrice a year. The majority of the students 38 (65.5%) and half of

the literature teachers 2 (50%) confirmed that learners do not go for field trips. This indicates

that field trips were not given much importance in the teaching and learning of literature which

could be labeled as a challenge because this would make learners lose interest and have no

motivation in learning literature. In their research, Behrendt and Franklin (2014) strongly

recommend that field trip is one of the effective methods to develop student s' interest and it

creates authentic learning opportunities for students, regardless of the content area. They also

found out that students who directly participate during a field trip or experience generate a more

positive attitude about the subject.

However, the ideas of Behrendt and Franklin suggest that if learners do not go or participate in

field trips, they lack interest and motivation and have negative attitude towards the subject. In

this case, Behrendt’s observation is confirmed by the findings in table 4.4.7 above as it is the

case of students in Lang’ata public secondary schools when it comes to the learning of literature.

Some students who refused that they do not go for field trips, explained that: "Financial

problems in the schools make this method of teaching impossible for one trip requires more

money and long processes for a trip to take place".

4.4.2 Assignment

The literature teacher respondents were asked to indicate how frequent do they give assignments

to learners. Student respondents were also asked to confirm the frequency of literature

51

assignments given to them by their teachers. The responses are summed up in the table 4.3.8

below:

Table 4.4.8: Responses rate on assignment frequency

Respondents Literature Students

teachers

ƒ % ƒ %

Everyday 3 75 53 91.4

Once a week 1 25 4 6.9

Once a month 1 1.7

Total 4 100 58 100

In table 4.4.8 above, 3 (75%) of literature teachers indicated that they give assignments to

learners every day. This was confirmed by 53 (91.4%) students who said indeed assignments are

given to them every day. 1 (25%) of literature teachers, and 4 (6.9%) of students indicated that

assignments were given once a week, while only 1 (1.7%) student singled out that learners were

given assignment once a month. Findings of the study show that assignments were given much

importance in the learning of literature.

Alderman (1999) commented that giving learners’ assignment frequently is an important method

for one to stay on track. He said that assignments help learners to monitor themselves in terms of

performance so that he or she can make change. It is a method that learners use to evaluate

themselves. This comment shows that everyday literature assignments would help learners to

52

maintain their motivation in learning literature. According to the findings of this research,

learners in Lang’ata public secondary schools would be motivated to learn literature as they see

53

themselves doing well in their everyday assignments and work hard to face the challenges of the

subject.

4.4.3 Group Discussion

Respondents were asked a question of which they were to provide information on whether

teachers involved student in group discussion or not and they were to give explanations of their

responses. The figure 4.4.6 below summarizes their responses:

Yes No

193%

7%

Teachers Students

Figure 4.4.7: Response rate on group discussion

Table 4.4.7 above shows that all the 4 literature teachers representing 100% and 93% of students

accepted that teachers involved learners in group discussion. However, only 7% of students

denied this. The findings revealed that majority of the respondents accepted that teachers

involved students in group discussion. Biggs (2003) notes that group discussion provides an

opportunity for students to obtain a deep understanding of the material because learners interact

and explain their thinking, which, in turn, can improve their thinking. Further, Biggs says

learners become intrinsically motivated because they see both learning goals and learning

54

processes as relevant to them, and feel some ownership of the subject. Students who accepted

that teachers involve learners in group discussion explained that Group discussions are good

when it comes to the learning of literature because learners learn from each other in terms of new

ideas and new things. Others said, it is good when the discussion is monitored by the teacher

because learners may go off topic in their discussion making it a wastage of time.

55

4.4.4 Demonstration

The respondents were asked to confirm whether teachers used demonstration method or not and

to indicate the means it was being attained. The table 4.4.9 below shows that all the 4 (100%)

literature teachers and 55 (94.8%) of students accepted that teachers used demonstration method

in teaching and learning of literature. In contrast, 3 (5.2%) of the students denied.

Table 4.4.9: Response rate on demonstration

Respondents Literature Students

Teachers

ƒ % ƒ %

Yes 4 100 55 94.8

No 3 5.2

Total 4 100 58 100

(Means of accomplishment)

Technology 18 31.0

Classroom drama 4 100 37 63.8

Total 4 100 55 94.8

The table 4.4.9 above shows that among those who accepted that teachers used demonstration

method, 18 (31%) of the students indicated that teachers used demonstration method through

technology, while 4 (100%) of the teachers and 37(63.8%) of the students indicated that teachers

used demonstration method through classroom drama. The findings of the study revealed clearly

that literature teachers emphasized much on demonstration method by the means of classroom

56

drama. This helps learners to learn by doing as they interact with each other, hence they develop

interest on the subject and motivate them to learn literature.

4.5 Teaching and Learning Resources in Literature

4.5.1 Textbooks

The respondents were asked to indicate their level of agreement with the statement: "Literature

textbooks are available in the school and are used in the class of literature". Their responses are

summarized in table 4.5.10 below:

Table 4.5.10: Availability and use of Textbooks

Level of Agreement Literature Students

Teachers

ƒ % ƒ %

Strongly Agree 4 100 23 39.7

Agree 21 36.2

Undecided 3 5.2

Disagree 5 8.6

Strongly Disagree 6 10.3

Total 4 100 58 100

The table 4.5.10 above shows that 4 (100%) of the teachers and 23 (39.7%) of the students

strongly agreed that literature textbooks were available in the school and they were used in the

57

class of literature, 21 (36.2%) of the students agreed with the statement while 3 (5.2%) were

undecided. The remaining 5 (8.6%) and 6 (10.3%) of the students disagreed and strongly

disagreed respectively. The findings show that all the literature teachers and the majority of the

students strongly agreed that literature textbooks were available in the school and were used in

the class of literature. This indicates that literature textbooks were among the teaching and

learning resources that motivated learners to like and enjoy learning literature. Ambogo (2012)

had the similar findings in his research of Relationship between availability of Teaching and

Learning Resources and performance in Eldoret district and he made the following comment:

" Textbooks ensure that students can do their private reading, complete assignments in

time and conduct group discussions. When instructional materials are lacking the

teaching and learning process is compromised and this inevitably is reflected in low

academic achievement, problem behaviours, poor teacher and learner motivation"

(Ambogo, 2012, p30).

58

4.5.2 Adequacy of Available Literature Textbooks

The respondents were asked to indicate their level of agreement with the statement: 'The

available literature textbooks in the school are adequate'. Their responses are summarized in the

figure 4.5.8 below:

SA A UD D SD

75% 25%

22%26%

9% 33% 10%

Teachers Students

Figure 4.5.8: Adequacy of literature Textbooks

The figure 4.5.8 above shows that 75% of the literature teachers and 22% of the students strongly

agreed that the available literature textbooks in the school were adequate, 25% of the literature

students and 26% of the students agreed, 9% of the students were undecided, and 33% and 10%

of the students disagreed and strongly disagreed respectively. This indicates that students had

enough literature textbooks which they used in their personal study and reading which motivated

their learning of literature.

59

Both literature teacher and student respondents were asked to indicate their level of agreement

with the statement: 'Television is available in the school and is used in the class of literature'. The

figure 4.5.8 summarizes the responses of the respondents:

4.5.3 Television

SA A UD D SD

0.5

0.25 0.2522%

10% 9%

36%

22%

Teachers Students

Figure 4.5.9: Availability of Television

In figure 4.4.8, majority of the student respondents strongly disagreed with 2

2% and disagreed with 36%, 25% of the literature teachers also disagreed with the statement.

25% of the teachers and 9% of the students were undecided. However, 10% of the students

agreed while 50% of the teachers and 22% of the students strongly agreed.

According to a summary of current research and educator surveys, educational television:

Reinforces reading and lecture material, aids in the development of a common base of

knowledge among students, enhances student comprehension and discussion, provides

greater accommodation of diverse learning styles, increases student motivation and

enthusiasm and promotes teacher effectiveness (CPB, 2004).

60

The findings revealed that more than half of the respondents strongly disagreed, disagreed and

were undecided about the availability and use of television in the school which means that

televisions were not available or they were not just used by the teachers. This may have

contributed to the decrease instead of increase of learner motivation.

4.5.4 Computers

Table 4.5.11: Availability of Computers

Responses Literature Students

Teachers

ƒ % ƒ %

Strongly Agree 4 100 10 17.2

Agree 12 20.7

Undecided 4 6.9

Disagree 18 31.0

Strongly Disagree 14 24.1

Total 4 100 58 100

Following the information presented in the table 4.5.11 above, an inference is given that majority

of the student respondents (24.1% ) were in strong disagreement with the statement while 18

(31.0%) of them disagreed. 4 (6.9%) were undecided, whereas 12(20.7%) and 10 (17.2%) of the

students agreed and strongly agreed respectively. As for the literature teacher respondents, all

(100%) strongly agreed that computers were available in the school and used in the for literature

61

classes. In a study conducted by Ayres (2002), it was concluded that learners appreciate and

value the learning that they do using computers, resulting in an increase of learners' motivation.

4.5.5 Internet provision

SA A UD D SD

75%

25%21%14%

7%

38%

21%

Teachers Students

Figure 4.5.10: Response rate on the internet provision

Figure 4.5.10 above shows that majority (75%) of the literature teachers strongly agreed that

there was internet provision in the school that was used for literature lessons, 21% of the students

also strongly agreed on the same. 25% of teachers and 14% of students agreed while 7% of the

students were undecided on this statement. On the other hand, 38% and 21% of students

disagreed and strongly disagreed respectively that there was internet provision in the school

which was used for literature lessons. Despite the majority of teachers strongly agreeing with the

statement, the majority of the students disagree and strongly disagree on the same statement.

This would mean that the internet provision which was strongly agreed by teachers (75%) and

students (21%) was there but not really used for its purpose of teaching and learning of literature,

hence disagreement of students by 38% and strong disagreement by 21%.

62

Both literature teachers and students were asked to indicate how many students share a literature

textbook. Their responses are summarized in table 4.5.12 below:

Table 4.5.12. Sharing a literature textbook

Responses Literature Students

Teachers

ƒ % ƒ %

Less than two 2 50 23 39.7

Two students 2 50 33 56.9

3-5 students 2 3.2

Total 4 100 58 100

Table 4.5.12 above shows that 23 (49.7%) and 33 (56.9%) of the students indicated respectively

that less than two and two students shared a literature textbook. This was supported by 2 (50%)

and 2 (50%) of the literature teachers who also indicated respectively that less than students and

two students shared a literature textbook. The table 4.5.12 also shows 2 (3.2%) students who

indicated that 3-5 students share a literature textbook. The findings revealed that literature

textbook was shared by two students which is an indication that literature textbooks were enough

in the schools contributing to the learner motivation in literature.

Though most students explained the problems such as misunderstandings that occur because of

the sharing of textbooks, a good number of them explained about the goodness of having

adequate literature textbooks. There is easy access to the textbooks, two students easily share the

ideas about the textbook they are reading and therefore makes the teacher's work easier.

63

4.6 Conclusion

This chapter intended to analyze of the findings of the study. These findings were analyzed in

four sections. These are demographic information of the respondents, learners' self-interest and

attitude towards learning literature, teaching methodologies in literature and teaching and

learning resources in literature. To analyze the data, descriptive frequencies were used. The

findings were presented using tables and charts.

64

CHAPTER FIVE

5.0 Introduction

This chapter presents the findings of the study in summary as well as giving conclusion that the

researcher arrived at together with the recommendations that invite further research.

5.1 Summary of the findings

The research on the 'Impact of Learner Motivation to the Learning of Literature in Public

Secondary Schools in Lang'ata Sub-county, Nairobi County' was carried out in two secondary

schools within Lang'ata sub-county. Three research objectives were formulated to guide the

study:

i. To investigate into learners' self-interest in learning of literature.

ii. To find out teaching methodologies employed to motivate learners in learning

literature.

iii. To explore the teaching and learning resources used in teaching literature.

In the two schools, 58 out of 60 students and all the literature teachers sampled responded to the

questionnaires.

In regard to the learner's self-interest and attitude towards literature, the research was interested

on one hand, on whether students take literature as their best subject or not, whether their

literature teachers are friendly or not, whether they study literature because is compulsory or not

and whether they like reading many novels or not. On the other ha, whether they study literature

because is compulsory or not and whether they like reading many novels or not. On the other

65

hand, the research looked on whether literature helps students to inculcate the reading culture or

not, learners dislike literature because of the many textbooks one has to read and whether

literature is difficult to study or not.

The teaching methodologies the research was interested in were: Field trips, Assignment, Group

discussion and Demonstration. For teaching and learning resources, the research was interested

in their availability in the school and their use in the class of literature. These included literature

textbooks, Television, Computers and internet provision. The research also emphasized on the

adequacy of the available literature textbooks and the ratio of students who share a literature

textbook.

The findings of the study have revealed that literature is the learners' best subject, literature

teachers are friendly, and learners do not study literature because it is compulsory but because

they like it, learners like reading many novels, literature helps learners in developing reading

culture and that literature is not difficult to study. This shows strong self-interest and positive

attitude of learners towards literature as shown in the tables, graphs and charts by the majority of

literature teacher and student respondents.

The findings of the study also shows that teaching methodologies such as assignment was used

and that learners were given assignment every day, learners were involved in group discussions,

and that demonstration was used by all literature teachers involved in this study. All the literature

teachers and majority of the students indicated classroom drama as the means used to accomplish

the demonstration method of teaching. However, teaching method such as field trip was less

considered in the teaching and learning of literature in the schools.

66

It is also revealed from the findings that teaching and learning resources such as: Literature

textbooks were available in the schools and used in the classes of literature. It is indicated by the

majority of the teachers and students that the available literature textbooks were adequate, a fact

that was disagreed by half of the student respondents. Majority of the students were in strong

disagreement and disagreement about the availability and usage of the teaching and learning

resources such as television, computers and internet provision. In contrast, majority of the

teachers agreed and strongly agreed that these resources were available in schools and used in

literature classes.

5.2 Conclusion

Basing on the research, it can be concluded that:

In most secondary schools in Lang’ata sub-county, majority of both teachers and students

had positive attitude towards literature and that students had strong self-interest in

studying literature.

Teaching methods such as assignment, group discussion and demonstration were

effectively used in literature lessons which motivated learners to learn and like the

subject of literature.

There was learner motivation due to the availability, usage and adequacy of literature

textbooks in most of the secondary schools.

In their own opinions, both teachers and students have shown that leaner motivation in

the learning process is often determined by their interest in and enthusiasm for the

material used in the class, the level of their persistence with the learning tasks, and the

67

level of their concentration and enjoyment. This type of involvement comes from the

materials and lessons that are implemented in the classroom by teachers. Basic teaching

68

methods and teaching and learning resources in literature that can motivate learners to

learn literature are in place but:

There is no much importance put on field trips, which may generate more

motivation for learners to study literature and perform well.

There is no much importance put on using television, computers and internet. In

short, there is no much use of modern technology and ICT resources in most of

the secondary schools in Langat sub-county.

There are very few students having negative attitude towards the studying of

literature.

5.3 Recommendations

Having found out the impact of learner motivation in the learning of literature in public

secondary schools of Lang’ata sub-county in Nairobi County, the researcher recommended the

following:

1. Teachers should motivate and encourage their students and make them know that

literature is not difficult to study through talks.

2. Teachers should be given workshops and seminars on modern ways of teaching literature

that can motivate learners.

3. Teachers should give a lot of importance on the use of technological resources such as

television, computers and make use of available internet in teaching literature because

these are resources that are relevant to the modern time of learners today, hence

motivation in learning literature.

69

5.4 Suggestions for further Research

The study looked at the impact of learner motivation to the learning of literature in public

secondary schools, the research encourages the readers of this work to research on the following:

Factors influencing the Negative Attitude of Students towards the subject of Literature.

The Role of Technology/Internet to the Studying of Literature.

70

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APPENDICES

APPENDIX A: QUESTIONNAIRES FOR STUDENTS

Dear Respondent,

RE: DATA COLLECTION

My name is Godfrey Yohane Kadzuwa, an undergraduate student of Marist International

University College [a constituent College of the Catholic University of Eastern Africa]. As a

requirement for a Bachelor's degree in Education, I am carrying out a research on the: "Impact

of Learner motivation to the Learning of Literature in public Secondary Schools in

Lang'ata Sub-county, Nairobi County."

Therefore, I am kindly requesting you to support me to get the required information as you fill in

this questionnaire. Your contribution in this research is of great importance to help me realize

this endeavour. Kindly respond to the questions according to the instructions given for each

section either by ticking or by giving a brief explanation where need be in the spaces provided. I

assure you that the information you will provide will be kept confidentially and only be used for

academic purposes. Do not write your names on this questionnaire.

Thank you in advance for your collaboration.

77

1. SECTION A: Demographic Information

Instructions: Kindly indicate your answer in the brackets provided by ticking [√] where

appropriate.

1. Age

12 to 14 [ ]

15 to 17 [ ]

18 to 20 [ ]

20 and above [ ]

2. Gender

Male [ ]

Female [ ]

2. SECTION B: Learners' self-interest and attitude towards Literature

Instruction: Please respond by ticking [√] in the space provided to indicate your level of

agreement or disagreement with each of the statements provided below. SA= Strongly Agree, A=

Agree, UD= Undecided, D= Disagree, SD= Strongly Disagree

3.

STATEMENTS SA A UD D SD

Literature is my best subject.

The literature teacher is friendly.

78

I study literature because it is compulsory to study it.

I like reading many novels.

Literature inculcates my reading culture.

I dislike literature because of the many literature textbooks one

has to read.

Literature is difficult to study.

4. In your own opinion, how do you think self-interest affects the learning of literature?

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

3. SECTION C: Teaching methodologies

Instruction: Kindly respond by using a tick [√] where appropriate and an explanation where it is

required.

5. Do you go for field trips?

Yes [ ]

No [ ]

If Yes, how many times?

Once a year [ ]

twice a year [ ]

79

thrice a year [ ]

If No, what do you think is the cause for

that? ...................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

.........

6. How frequent your teacher give you assignments?

Everyday [ ]

Once a week [ ]

Once a month [ ]

Twice a month [ ]

7. Does your teacher involve you in group discussion?

Yes [ ]

No [ ]

Briefly explain your answer above and show how it affects learning

...........................................................................................................................................................

............................................................................................................................................................

8. Does your teacher use demonstration while teaching?

Yes [ ]

80

No [ ]

If Yes how does he/she do it?

By use of technology [ ]

classroom drama[ ]

4. SECTION D: Teaching and learning resources

Instruction: Please respond by using a tick [√] in the space provided to indicate your level of

agreement or disagreement with each of the statements provided below. SA= Strongly Agree, A=

Agree, UD= Undecided, D= Disagree, SD= Strongly Disagree

9.

STATEMENTS SA A UD D SD

Literature textbooks are available in the school and are used in the

class of literature.

The available literature textbooks in the school are adequate.

Television is available in the school and is used in the class of

literature.

Computers are available in the school and are used for literature

classes.

There is internet provision in the school and is used for literature

classes.

10. How many students share a literature textbook?

81

Less than two [ ]

Two students [ ]

3-5 students [ ]

11. How does the above affect the teaching and learning of literature?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………........................

82

APPENDIX B: QUESTIONNAIRES FOR TEACHERS

Dear Respondent,

RE: DATA COLLECTION

My name is Godfrey Yohane Kadzuwa, an undergraduate student of Marist International

University College [a constituent College of the Catholic University of Eastern Africa]. As a

requirement for a Bachelor's degree in Education, I am carrying out a research on the: "Impact of

Learner motivation to the Learning of Literature in public Secondary Schools in Lang'ata Sub-

county, Nairobi County."

Therefore, I am kindly requesting you to support me to get the required information as you fill in

this questionnaire. Your contribution in this research is of great importance. Kindly respond to

the questions according to the instructions given for each section either by ticking or by giving a

brief explanation where appropriate in the spaces provided. The information provided will be

treated confidentially and used only for academic purposes. Do not write your name on this

questionnaire.

Thank you in advance for your collaboration.

83

1. SECTION A: Demographic Information

Instruction: Kindly indicate your answer in the brackets provided by ticking [√].

1. Age) (a) Between 21-30 [ ]

(b) Between 31-40 [ ]

(c) Between 41-50 [ ]

(d) Above 50 [ ]

2. Gender

Male [ ] Female [ ]

3. Professional Qualification

a). Diploma [ ]

b). Degree [ ]

c). Masters [ ]

d). Others [ ] (specify)......................................

4. Teaching experience

a). 1-10 Years [ ]

b). 10-20 Years [ ]

c). 20-30 Years [ ]

84

d). Above 30 Years [ ]

2. SECTION B

Learners' self-interest and attitude towards Literature

Instruction: Please respond by using a tick [√] in the space provided to indicate your level of

agreement or disagreement with each of the statements provided below. SA= Strongly Agree, A=

Agree, UD= Undecided, D= Disagree, SD= Strongly Disagree

5.

STATEMENTS SA A UD D SD

Learners take literature as their best subject.

I am friendly to my students.

Literature is compulsory to be studied by learners.

Learners like reading many novels.

Literature helps the reading culture in learners.

Learners do dislike literature because of the many literature

textbooks one has to read.

Literature is difficult to study.

6. In your own opinion, how do you think self-interest affects the learning of literature?

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

85

3. SECTION C: Teaching methodologies

Instruction: Kindly respond ticking [√] where appropriate and an explanation where it is

required.

7. Do learners go for field trips?

Yes [ ]

No [ ]

If Yes, how many times?

Once a year [ ]

Twice a year [ ]

Thrice a year [ ]

If No, what is the cause? ...................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

8. How frequent do you give learners assignment?

Everyday [ ]

Once a week [ ]

Once a month [ ]

Twice a month [ ]

86

9. Do you involve your learners in group discussion?

Yes [ ]

No [ ]

Explain why?

............................................................................................................................................................

............................................................................................................................................................

10. Do you use demonstration while teaching?

Yes [ ]

No [ ]

If Yes, how do you do it?

By use of technology [ ]

By use of classroom drama [ ]

4. SECTION D: Teaching and learning resources

Instruction: Please respond by using a tick [√] in the space provided to indicate your level of

agreement or disagreement with each of the statements provided below. SA= Strongly Agree, A=

Agree, UD= Undecided, D= Disagree, SD= Strongly Disagree

87

11.

STATEMENTS SA A UD D SD

Literature textbooks are available in the school and are used in the

class of literature.

The available literature textbooks in the school are adequate.

Television is available in the school and is used in the class of

literature.

Computers are available in the school and are used for literature

classes.

There is internet provision in the school and is used for literature

classes.

12. How many students share a literature textbook?

Less than two [ ]

Two students [ ]

3-5 students [ ]

88