POOR PERFORMANCE IN SENIOR SECONDARY SCHOOL CERTIFICATE LITERATURE EXAMINATION AS VIEWED BY SECONDARY SCHOOL TEACHERS AND STUDENTS IN ONDO WEST LOCAL GOVERNMENT.

This study investigated the persistent poor performance of students in the Senior Secondary School Certificate Literature-in-English Examination as perceived by teachers and students in Ondo West Local Government Area of Ondo State, Nigeria. Over the years, student achievement in Literature-in-English in examinations conducted by bodies such as the West African Examinations Council and the National Examinations Council has generated concern among educators, parents, and policymakers. Literature-in-English plays a crucial role in developing language proficiency, critical thinking, creativity, and cultural awareness among secondary school students. However, the consistent low performance trend suggests underlying systemic and instructional challenges that require urgent attention. The study adopted a descriptive survey research design. The population comprised senior secondary school students and Literature-in-English teachers in selected public secondary schools in Ondo West Local Government Area. A stratified random sampling technique was used to select respondents, ensuring representation of both teachers and students. Data were collected using structured questionnaires and informal interviews designed to capture perceptions regarding factors responsible for poor performance. The instruments were validated by experts in educational research and tested for reliability using a pilot study. Findings revealed that several interrelated factors contribute to poor performance in Literature-in-English examinations. These include inadequate teaching methodologies, insufficient instructional materials, limited exposure to prescribed texts, poor reading culture among students, overcrowded classrooms, inadequate time allocation, and students’ negative attitudes toward the subject. Socio-economic factors such as parental educational background and limited access to literary materials outside the school environment were also identified as significant contributors. Teachers highlighted curriculum overload and examination-oriented teaching as major challenges, while students emphasized difficulty in understanding archaic language and literary devices. The study further revealed that the teaching of Literature-in-English is often theoretical, with minimal use of interactive and student-centered approaches. Many schools lack functional libraries and updated literary texts, making it difficult for students to engage deeply with recommended materials. In addition, students’ weak foundation in English language significantly affects their comprehension and analytical abilities in Literature. The study concluded that poor performance in Literature-in-English is multifactorial and requires a holistic intervention strategy involving teachers, school administrators, parents, and examination bodies. It recommended improved teacher training, provision of adequate instructional materials, promotion of reading culture, and adoption of innovative teaching methods such as dramatization and group discussions.