INFLUENCEOFORALLITERATUREONTHEACADEMICPERFORMANCESENIORSECONDARYSCHOOLSTUDENTSINTHEENGLISHLANGUAGEINENUGUEASTLOCALGOVERNMENTAREA,ENUGUSTATE.
Abstract
ThisstudyinvestigatedtheinfluenceoforalliteratureonacademicperformanceofseniorsecondaryschoolstudentsinEnglishlanguageinEnuguEastLocalGovernmentArea.Theresearchspecificallyexaminedhoworalliteratureinfluencesstudents'listeningandspeakingskills,readingandwritingdevelopment,vocabularyacquisition,languageproficiency,andmotivationtolearnEnglish.Adescriptivesurveyresearchdesignwasemployed,andthepopulationconsistedofSS1andSS2studentsacrossfiverandomlyselectedsecondaryschoolsinthearea.Atotalof245studentswereselectedusingsimplerandomsampling.Theprimaryinstrumentfordatacollectionwasastructuredquestionnairetitled“QuestionnaireonInfluenceofOralLiteratureonAcademicPerformanceStudentsinEnglish”(QIOLAPSE).Datawereanalyzedusingmeanandstandarddeviation.
Thefindingsrevealedthatoralliteraturepositivelyinfluencesstudents’Englishlanguageskills.Studentsreportedthatitenhancestheirlisteningcomprehension,speakingconfidence,readinginterest,creativewriting,andvocabularyretention.Moreover,oralliteraturewasfoundtomotivatestudentstoparticipatemoreactivelyinEnglishlanguagelearning.However,allmeanscoresacrosstheitemswerebelow2.80,suggestingamodestlevelofimpact.Despitethis,studentsexpressedgeneralagreementonthebeneficialroleoforalliterature.
Thestudyconcludesthatwhileoralliteratureisnotfrequentlyorsystematicallyappliedinclassrooms,itremainsavaluableeducationalresourcethatsupportslanguageacquisitionandmotivation.Itrecommendsthatcurriculumdevelopers,teachers,andeducationalpolicymakersintegrateoralliteraturemoreeffectivelyintoEnglishlanguageinstruction.Limitationsofthestudyincludeitsgeographicfocusandtheexclusionofteacherperspectives.
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