ABSTRACT
The main focus of the study was to investigate the relationship between literature in English and performance in reading comprehension of SS11 students of senior secondary schools of Minjibir Education Zone, Kano State. Six (6) hypotheses were used to guide and keep the investigation in focus. The population of the study was 3,150 SS II students from 35 senior secondary schools in Minjibir Zone. The sampling technique used was that three schools that offers literature in English and the three schools that do not offer literature in English were selected. Thirty (30) students each were randomly selected from the schools that offer literature in English and those that does not offer literature in English as a subject. These schools were later named group A and group B for easy processing. The research instrument used was a qualitative and standardized tests in literature genres and in reading comprehension. These questions were intended to find out the students in-depth knowledge of literature in English and reading comprehension. Conclusively The study sample consisted of one hundred and eighty SS11 students. An expo de facto study was designed in which the subjects were assigned to two groups. Group A- literature students and group B-non- literature students. Group A was given a test in drama, poetry, prose and reading comprehension (at literal, inferential, interpretative, critical and vocabulary sub-skills). The same reading comprehension was then given to group B (non- literature students).The aim was to compare the two variables (literature and reading) to observe if there is any gainful relationship between them. The findings show that students offering literature as a subject (group A) performed better in reading) comprehension test than students that do not offer literature as a subject (group B). The statistical techniques used in this study was simple percentage correlation and a t-test to measure the extent of relationship and of difference. Conclusively literature was found to be helpful and facilitative to reading comprehension. It was therefore, recommended that literature in English programme should be made mandatory for secondary schools’ reading syllabus. This will lead to success in reading comprehension.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Reading comprehension is an important aspect of communication and language development skills. It is a good means of acquiring knowledge information through written English text materials. For any effective communication in English, there must be mutual interaction between students and the reading texts by negotiating meaning and understanding of the text/passage. This activity requires a good thinking process and interaction between the reader and the text. By reading comprehension levels, this study means comprehending reading at literal, inferential, interpretative and critical evaluation sub-skills.
Readers find themselves able to communicate easily with other people and greater minds that are not within the immediate environment. This exposure happens to enrich students' imagination and develops their intellectual growth rapidly. According to Alderson (1984), reading comprehension is defined as the ability to know what is being communicated through printed marks and to use the idea found therein. This has to do with using ideas or information given by the author in the text which the reader processes based on his experiential knowledge as well as the idea the author possessed (schemata). Impliedly, comprehension of any given text depends on the standard of the reader and the readability of the text.
Literature, on the other hand, is a form or an act of expression which concerns itself with not just what is expressed, but also the manner of its expression. Therefore, literature places emphasis on the aesthetic or elegance of expressions. Being one of the art subjects studied at secondary school level, literature in English is divided into genres such as prose, poetry and drama. Generally, these genres are imaginative; they are creative works imitating true life events. National Teachers Institute (N.T.I. 2007) states that literature provides the reader with a reasonable stimulus for objective critical thinking (NTI 2007 98-9). Ishola (1995) also views literature as a body of writing that shows excellence of expressions. This study on the relationship between Literature in English and reading comprehension is a response to the present reading deficiencies manifest among secondary school students in Kano State. The basic problem is the students’ inability to read very well so as to comprehend the text material. This study wants to see whether exposure to copious literature in English studies significantly improves students reading-comprehension. Students in Kano State also portray a negative attitude to reading habit (KERD 2006). Lack of specific and effective reading lessons might have contributed to the poor reading culture among students. This study is motivated by this trend in reading. The inspiration is borne out of the need to find out the relationship between literature in English on the different components of reading comprehension. To see if the relationship could be beneficial to the second language (L2) learner in relation to competency and capacity to comprehend variable texts as reflected in literal, inferential, interpretative and critical levels.
Again, besides Federal Government colleges, private schools and colleges, only a few public schools in Kano State teach literature as a subject. These Schools include: Army Day Secondary School (A.D.S.S). Janguza (Boys), Army Day Secondary School (A.D.S.S). Bukavu (Girls), Government Secondary School (G.G.S.S). Kura, and Government Secondary School (G.S.S). Rano. At junior level, the schools include: Government Secondary School Stadium, (G. S.S). Government Girls Secondary School (G.S.S) Gwale and Government Commercial Secondary College (G.C.S.C) Airport Road offer literature as a course of study (K.E.R.D, 2009). In effect, both teachers and students tend to see literature as an advanced language learning that requires special talent.
The mass failure of senior secondary school leavers continues to soar. Public concern continues to build up on the state of Nigeria academic fortunes against the backdrop of the pursuit of excellence in human capital development. This means that a study like this must inspire and enhance reading performance of secondary school students.
According to the NECO 2009 SSCE results, only 1.80 percent of candidates that sat for the November, 2009, passed with five credits including English and mathematics. While the May/June examination recorded a paltry 10 percent success level. Concerning this trend, NECO heapsthe blame on schools, parents and pupils (Weekly Trust 3/4/2010).
By implication,, students of secondary schools that are learning English as a second language (L2) are faced with the burden of finding out how expressions are used in communicative context, (Huddleston, 1984) efficient readers’ knowledge can be characterized by reading fluency that forms the basis of readers’ ability to produce and comprehend the literary expressions used in the passage. Indeed, this ability in the education sector is a bad predicament. That is why parents, teachers, and even governments show their concern and dismay over the dismal performance of secondary school students in various public examinations in English, especially the Senior Secondary School Certificate Examination (S.S.C.E).
The present study investigated whether exposure to literature in English by students will have direct relationship with their reading comprehension performance. This is with a view to measuring derivable benefit to the L 2 learners.
Reading comprehension is cutting across all areas of students learning activities. One finds oneself reading even when writing; hence the WAEC Chief Examiner’s Report (Nigeria) in SSCE (Nov/Dec 1992) concerning English language, said students do not portray this reading talent, especially at different levels of literal,inferential,interpretative and critical reading ability. The WAEC’s comment of the areas of weakness in the essays of the candidates indicates expression as a big problem. The report concerning expression says: major reason is that candidates do not read (WAEC report says) (WAEC 1992)
The above report confirms the need for a study in the relationship between literature and reading.
Indeed, there are several authors that students can read and enjoy, and that can foster familiarity with reading. WAEC reports continue to suggest remedies for overcoming the above mentioned weaknesses as: Reading, Reading and More Reading, Should Help Here as Well (WAEC 1992:3).
This means that students should read intensively and extensively; for readers are made by reading. And reading is like an infectious disease it is caught not taught (Nuttal, 1988).The present study is further inspired by Adeyanju (1989) and Olaofe (2005) who feel that students are unable to read text with understanding and cannot write clearly because of poor reading comprehension habit.
Many studies such as Amaechi (2005), Rimintsiwa, (2001), Osundare (1995) have shown clearly the impact of literature in English on enhancing vocabulary gain which leads to reading and writing proficiency in the target language. The result of such studies showed the impact of extensive reading on the student’s ability to read complex English sentences correctly (Abdul, 2006).
In view of the above circumstances, the study was set to find out whether or not there exist a mutual and positive relationship between literature and reading comprehension. This is expected to provide basis for assessing the derivable benefits or otherwise for the improvement of reading fluency and comprehension among students. The non-challant attitude to teaching and learning of literature in English in public schools of Kano State according to Kano State Educational Resource Department (K.E.R.D, 2009) is another area of concern for the present study. To the few schools that offer the subject, teaching and learning activities were not rich enough to yield the desired objective, as most students failed reading comprehension exams as reported in the K.E.R.D annual report (2006).
1.2 Statement of the Problem
Mass failure of students in WAEC, NECO, JAMBE and IJMB indicates a great problem of inability to read with comprehension. The students have no reading habits which could have led them to success in their examinations. Many senior students in secondary schools, colleges and even universities tend to be much slower readers than they ought to be (Widdowson 1998). Many students have no reading culture (WAEC, 1992). The inability of readers springs, fundamentally, from lack of flexibility in their approach to the range of reading materials which they encounter. This means the inability of the students to condition their reading efficiency to areas such as literal, inferencial, interpretative and critical levels. Yet some students tend to read slowly all the time, no matter what the nature of the material or their purpose in reading it. This is quite patently inefficient, not every piece of reading material, nor every purpose in reading, require a slow, ponderous approach.
As far as reading comprehension and fluency is concerned, reading among secondary school students is very poor. Many students cannot read text books fluently not to talk of comprehending the content read (Williams, 1998). This is because there are no diverse reading materials at the disposal of the learner. This is a great obstacle to teaching and learning situations. The situation makes students to feel reluctant to read which may result in mass failure in the final examinations; a case that is currently being experienced in Minjibir Education Zone.
Indeed, fluent reading would be impossible if the reader is unable to read and interpret with clarity the used images, devices and figures of speech. Learners also found some difficulties in differentiating the main ideas from relevant and irrelevant ones. Inadequate vocabulary for adequate comprehension is another problem this study investigated. WAEC Chief Examiners’ Report (1995) stated that the reason for mass failure is the fact that students do not read and could not read and understand even examination instructions. Nowadays, no prominence is given to reading skills, and literature in English has no place in the time-table of many of public schools of Minjibir zone in particular and Kano State in general. This is shown in K.E.R.D report (2009), which indicates that only five schools offer literature as subject in Senior Secondary Schools
The study was set to find out the relationship between literature in English and reading comprehension performance among senior Secondary School Students in Minibir Education Zone. This was with a view to enhance students reading comprehension.
1.3 Research Questions
In the light of the above broad-questions, the following questions are raised in order to find the relationship between literature in English and reading comprehension performance.
- What is the relationship between literature in English and students’ performance in reading for literal meaning?
- What is the relationship between literature in English and students’ performance in reading for inference?
- What is the relationship between literature in English and students’ performance in reading for interpretation
- What is the relationship between literature in English and students’ performance in reading for critical evaluation?
- What is the relationship between literature in English and students’ performance in the vocabulary component of reading comprehension?
- Is there any difference between students with literature in English and those without their performance in reading comprehension?
1.4 Research Hypotheses
The hypotheses of this study are in a null form. These are presented as:
- There is no significant relationship between literature in English and students’ performance in reading for literal meaning.
- There is no significant relationship between literature in English and students’ performance in students’ performance in reading for inference.
- There is no significant relationship between literature in English and students’ performance in reading for interpretation.
- There is no significant relationship between literature in English and students’ performance in reading for critical evaluation.
- There is no significant relationship between literature and students’ performance in the vocabulary development of reading comprehension.
- There is no significant difference between students’ with literature in English and those without literature in their performance in reading comprehension.
1.5 Objective of the Study
In broad terms, the objective of the study was to investigate the relationship between literature in English and performance in reading comprehension sub-skills among Senior Secondary School students in Kano State. Thus, the study was set to:
- Investigate the relationship between literature in English and Students ability in reading for literal meaning
- Find out the relationship between literature in English and students ability in reading for inference
- Find out the relationship between literature in English and students ability in reading for interpretation
- Investigate the relationship between literature in English and students ability in reading for critical evaluation
- Identify how literature in English and mastery of vocabulary relate.
1.6 Significance of the Study
This study could be of great importance to students, teachers of literature in English, educational administrators, examination bodies and even parents. Students’ reading comprehension skills at secondary school level could be developed through suggestions that could be made for developing reading comprehension. Effectively, it is hoped that this study would contribute to knowledge especially in teaching and learning of reading comprehension.
The study could equally be of importance to teachers of literature in English and English language teachers since it could suggest ways of selecting the most appropriate instructional options for teaching literature. The study could also be of importance to authors of English and literature in English texts. This is because it could assist in designing ways of improving reading, comprehension strategies and performance development. Another area of significance is the curriculum development. It could help in providing reading diagnosis, development, support and remediation which can influence curriculum choices.
1.7 Basic Assumptions
In this study, the following basic assumptions are made
- Literature in English studies can elicit awareness and competence in reading comprehension.
(b ) Reading comprehension is independent as literature in English with regards to reading proficiency.
(c)Literature in English awareness can be the basis for selecting reading comprehension materials.
- Senior secondary students’ reading comprehension performance is generally good.
1.8 Scope and Delimitation of the Study
The scope of this study covered only schools in Minjibir Education Zone leaving the other Zones in Kano state. The schools were chosen because they comprise different students (males and females) from different parts of the State and with different backgrounds. The study was also limited to finding out the relationship between literature in English and reading comprehension among Senior Secondary School students leaving out other language sub-skills such as reading speed.
