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PROJECT TOPIC- EFFECT OF TEACHERS’ QUALIFICATION ON PROSE TEACHING

PROJECT TOPIC- EFFECT OF TEACHERS’ QUALIFICATION ON PROSE TEACHING

CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND OF THE STUDY

Ohaozara is one of the Local Government Areas in Ebonyi State. It shares a common boundary with Ani Nri, Nkanu West Local Government Areas in Enugu State. Also with Okposi and Onicha Local Government areas in Ebonyi state. Ohaozara Local Government Area is situated outside the heart of the state capital.

Hence, one of the places in Ebonyi State endowed with many natural resources such as salt water and igneous rocks. The presence of these resources attract government interest, hence, they need for a unifying language such as English language. Teaching prose in secondary schools has been a source of problem to Nigerian teachers of literature.

Prose as genre of literature also poses problem to many learners because they regard prose as a simple subject, one can pick up a novel and read and understand. This attitude of the students or learners led them to the problem of not reading wide as literature demands. Hence, according to Azikiwe (1998), “literature is an important school subject, and thus must be taken very seriously instead of been seen as a make up subject”.

In Nigeria secondary schools particularly in Ohaozara Local Government Area, the teacher of literature demands an improvement due to poor performances of the students in certificate examination. Azikiwe (1998) in support of this assertions said “No wonder, performance in school certificate examination in literature for some years has been reportedly poor”.

Also, the “ west African examination counsel’s report on performance of student in English language and literature in English, reveal that students fail these subject because of their inability to read questions with understanding and express themselves correctly”. Uwaifo (1979). However, this poor performances might be as a result of the poor method of teaching prose by the teachers of

literature which Uwaifo (1979) called “bring out your book and read approach” this poor method of teaching prose has eaten to the fabric of the teachers of literature in Nigeria secondary schools and needed to be improved in order for the students to improve in their performances. Also, integration of teachers of literature with language teaching, which made the teachers of literature to use the same method of teaching language in teaching literature.

This has impose some problems in the teaching of prose in secondary schools. That is why Culler (1975:14) said “… anyone wholly unacquainted with literature and unfamiliar with conventions by which fictions are read, would be quite baffled if presented with a poem. His knowledge of the language would enable him to understand phrases and sentences, but would be unable to read it as literature because he lacks the complex literary competence…

He has not internalized the grammar or literature which would permit him to convert linguistic sequences into literary structures and meanings”. Therefore, with these problems observed in the teaching of prose in Nigerian secondary schools, an improvement is demanded in order for prose to achieve its objectives in the lives of the students and teachers according to West African Examination Council and National educational planners.

Although, much has not been written about prose, according to Abrams (1957), “prose is often used as an inclusive term for all discourse, spoken or written, which is not patterned into the lines and rhythms either of metric verse or of free verse.” To him, prose is used as a collective term for a discourse either spoken or written, that is not patterned in lines and rhythms ass does poetry.

In other words, prose can be refereed to as fiction and non fiction novels or books. And that is why the same Abram sees novel as a term applied to a great variety of writings that have in common only the attribute of being extended works of fiction written in prose. While McArthur (ed) (1996), sees prose as “a form of written discourse based on the sentence and without the stylized patterning of verse”.

Now, the point is, in demand for improvement in the teaching of prose in Secondary Schools particularly in Ohaozara Local Government Area, the following problems should be addressed: the effect of lack of qualified teachers, the methodology of prose teaching, teaching skills in reading and understanding of prose, the students attitude toward prose teaching and selection of prose text and availability of prose materials.

  • STATEMENT OF THE PROBLEM

In Secondary Schools in Ohaozara Local Government Area, it has been observed that students are not performing well in literature. This study therefore, is on improving the teaching of prose in secondary schools in Ohaozara Local Government Area of Ebonyi State. In terms of the effect of lack of qualified teachers, the methodology of prose teaching, selection of prose texts students attitude, and teaching skills in reading and understanding of prose.

  • PURPOSE OF THE STUDY

The main purpose of the study is improving the teaching of prose in Secondary Schools in Ohaozara Local Government Area of Ebonyi State. Specifically, the study is designed to examine the effect of lack of qualified teachers, the methodology of prose teaching, selection of prose texts, students attitude and teaching skills in reading and understanding of prose.

PROJECT TOPIC- EFFECT OF TEACHERS’ QUALIFICATION ON PROSE TEACHING

  • SIGNIFICANCE OF THE STUDY

The study therefore, will contribute to the learning of prose by making the teachers to improve their monotonous approach of teaching prose, which has hampered the achievement of the national objectives of teaching and learning literature. The study will also help teachers of prose to look out for the necessary criteria necessary for understanding of prose text while selecting prose material for the students.

  • THE SCOPE OF THE STUDY

The scope of the study is limited to improving the teaching of prose in secondary schools in Ohaozara Local Government Area of Ebonyi State. Specifically, the research is limited to the students and teachers of prose in public Secondary Schools in Ohaozara Local Government Area.

  • RESEARCH QUESTIONS
  1. Does lack of qualified teachers hamper prose teaching in secondary schools?
  2. What methods of teaching are used by teachers of literature in Secondary Schools?
  3. How are prose texts selected for secondary schools?
  4. What are students attitude towards prose teaching?
  5. Does lack of reading skills effect prose teaching?

PROJECT TOPIC- EFFECT OF TEACHERS’ QUALIFICATION ON PROSE TEACHING

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