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Effect of different teaching methods in literature on the attitude and achievement of secondary two pupils
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Type
Thesis
Author
Lau, Kan How
Supervisor
Tan, Wee Kiat
Abstract
After teaching "Literature in English" for a number of years the author came to the conclusion that below average achievers in upper secondary classes found it difficult to score high grades in literature examinations owing to a number of factors. The main factors were found to be (a) pupils had to study Shakespeare as it was a compulsory text - this proved to be difficult for them; (b) time allocated for the study of literature in the lower classes was inadequate, and (c) the prevalent teaching methods used in schools may be unimaginative bringing about a negative attitude towards the study of literature.
Working on the premise that use of additional teaching materials may not only improve the attitude of pupils towards the study of literature but also give pupils a better chance to score higher grades in examinations, an experimental design was formulated to test the null hypothesis that "children in a rural school setting, studying in secondary two and taught English Literature by the traditional method will not show any difference in grade achievement when compared with children in the same school and level, but taught English Literature with additional resource materials from the school library/resources centre".
Five secondary two classes were assigned randomly to different treatment groups - one was a control group. Before the treatments were applied, pupils' attitude towards literature was assessed by means of a questionnaire which also had provision for pupils to list the twelve curriculum subjects according to their likes and dislikes.
During curriculum time all the five groups were taught literature in the same manner by the same teacher. Excepting the control group, the experimental groups were given additional exposure to the same topic by means of different teaching materials outside school hours, viz : additional reading materials, or colour slides, or recorded audio tapes or script in dialogue form for dramatization of the story.
The experiment ended with a forty-five minute pencil-paper test to determine their retention, comprehension and appreciation of the two Tales from Shakespeare. Three weeks later the same attitude scale was administered.
Single classification analysis of variance was carried out on the test results and it showed a very significant "F" value rejecting the null hypothesis. When the scores of the various treatment groups were individually compared with the control group it became clear that except for the group which acted the story the other groups which used other teaching materials produced significantly better scores. The analysis of the attitude questionnaire showed a positive trend.
This research study has indicated that use of teaching materials can produce better grade achievement and may change attitude of pupils in a positive direction.
Working on the premise that use of additional teaching materials may not only improve the attitude of pupils towards the study of literature but also give pupils a better chance to score higher grades in examinations, an experimental design was formulated to test the null hypothesis that "children in a rural school setting, studying in secondary two and taught English Literature by the traditional method will not show any difference in grade achievement when compared with children in the same school and level, but taught English Literature with additional resource materials from the school library/resources centre".
Five secondary two classes were assigned randomly to different treatment groups - one was a control group. Before the treatments were applied, pupils' attitude towards literature was assessed by means of a questionnaire which also had provision for pupils to list the twelve curriculum subjects according to their likes and dislikes.
During curriculum time all the five groups were taught literature in the same manner by the same teacher. Excepting the control group, the experimental groups were given additional exposure to the same topic by means of different teaching materials outside school hours, viz : additional reading materials, or colour slides, or recorded audio tapes or script in dialogue form for dramatization of the story.
The experiment ended with a forty-five minute pencil-paper test to determine their retention, comprehension and appreciation of the two Tales from Shakespeare. Three weeks later the same attitude scale was administered.
Single classification analysis of variance was carried out on the test results and it showed a very significant "F" value rejecting the null hypothesis. When the scores of the various treatment groups were individually compared with the control group it became clear that except for the group which acted the story the other groups which used other teaching materials produced significantly better scores. The analysis of the attitude questionnaire showed a positive trend.
This research study has indicated that use of teaching materials can produce better grade achievement and may change attitude of pupils in a positive direction.
Date Issued
1978
Call Number
PN59 Lau
Date Submitted
1978