





































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 6, No. 4, 2025 

www.scholink.org/ojs/index.php/elsr 

50 
 

Original Paper 

Teaching and Learning Literature-in-English in Senior 

Secondary School Level in Nigeria: Prospects and Constraints 

Maria Jennifer Iyere Ph.D.1 

1 Department of English and Literature, Faculty of Humanities, Federal University Gusau, Zamfara State, 

Nigeria 

 

Received: November 1, 2025   Accepted: November 15, 2025  Online Published: November 24, 2025 

doi:10.22158/elsr.v6n4p50        URL: http://dx.doi.org/10.22158/elsr.v6n4p50 

 

Abstract 

This study examines the prospects and constraints of teaching and learning Literature-in English at the 

senior secondary school level, within the Nigerian context. Literature-in-English is viewed as an integral 

part of English, whereas it is quite a broad subject that deserves the attention of school authorities and 

teachers. By examining the prospects and constraints of teaching and learning the subject, this study 

investigates the significance of the subject to learners, and brings to the fore, the remedies to the lingering 

failures and challenges. The study is anchored by Collie Slater’s (1990) pedagogical postulations and 

the Critical Theory. The conclusion and recommendations of the study are clear: enough attention should 

be given to teaching Literature-in-English; learner-centered approach should be enhanced in the 

classroom; contents of the curriculum should be adequately covered by teachers; human and material 

resources should be adequately and appropriately provided for teaching and learning Literature-in-

English. 

Keywords 

Literature-in-English, teaching, learning, Senior Secondary School, prospects, constraints 

 

1. Introduction 

In the early 1960s and 1980s, English language and Literature-in-English were taught in different periods 

with sufficient allocation of time on school timetables. The notion of ‘English Studies’ in secondary 

schools in the contemporary educational system of Nigeria, evolved because English language is 

combined with Literature-in-English in the teaching and learning process. The fact that failure rate in 

Literature-in-English is higher today than it used to be as far as Senior School Certificate Examination is 

concerned, implies that there is need to revisit approaches to the teaching and learning of the subject. 

Different scholars have contended for better approaches to the teaching and learning of Literature-in-



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English in Nigerian secondary schools, given the fact that its objectives, as contained in the curriculum, 

are quite elaborate, relevant and crucial for learners in immediate terms and in subsequent years of their 

lives; in later years, learners of the subject either further studies or join the workforce to contribute 

significantly to nation-building/national development. Communication is the bedrock of growth in any 

nation. Literature-in-English teaches students communicative competence by using certain pedagogical 

techniques. It also teaches students socio-cultural values that integrate them meaningfully and acceptably 

into the larger society. Emmanuel Maurice Ekah and Idorenyin T. Ukot (2011, p. 52) submit that ‘with 

the integration of English language and literature as one subject and tagged English studies at the junior 

secondary level, it does not provide the teachers with proper opportunities to teach literature exhaustively, 

as most teachers are interested in teaching English language, using all the available periods for English 

studies. What can be deduced from this aspect is that literature and English language are two broad 

subject areas as such both cannot be combined for effective performance if the lessons are to benefit the 

students. Undoubtedly, lack of serious study of literature affects students’ communicative competence 

because they have not been exposed to varieties of styles in language usages, vocabularies, and 

expressions which is only possible through the study of literature as a separate subject from English 

language.’ Literature-in-English broadens the thinking ability of students. Through imaginations which 

literature spurs, students are made to explore their creative ingenuity, critical thinking ability and human 

judgment potential. This is because Literature-in-English conveys various thematic concerns. This claim 

corroborates Okolie, cited in Emmanuel Maurice Ekah and Idorenyin T. Ukot (ibid: p. 53) who note that 

‘reading of African novels, gives opportunity to slip imaginatively into circumstances and conditions of 

life beyond one’s immediate milieu. Arguably, Literature-in-English is a very vital secondary school 

subject. The relevance of the subject is captured by Azikiwe (1998. p. 202) who state that ‘literature is 

language since it deals with all aspects of human lifestyle and cultures. Moreover, it further shows that 

literature has a wider scope that overshadows all other subjects since it deals with language and 

communication.’ In spite of its relevance to learners and the society, Literature-in-English suffers a great 

deal of neglect at the Senior Secondary School level of Nigeria’s educational system. For instance, 

Emmanuel Maurice Ekah and Idorenyin T. Ukot (2011, p. 52) submit that ‘the problem militating against 

the teaching of English literature ranges from no specific periods on the class time table for Literature-

in-English, whereas English periods fill the class time table Mondays to Fridays. Since students do not 

study literature where they can read English language extensively and learn to communicate effectively, 

they are incapable of passing external examinations in both English language and Literature-in-English 

in WASCE and NECO examinations yearly.’ Writing or reading a novel implies widening the imaginative 

capacity of the reader, the writer, and the audience. Literature also increases the mobility of the 

individual’s mind by widening his experience and imaginative capacity to enter into new situations … 

literature is a fictive exploration of human experience both as educative and morally edifying field of 

knowledge. This assertion qualifies literature as a major field of study that should be given province…’ 

Arguably, English language and Literature-in-English are important in the curriculum of secondary 



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school education in Nigeria, and should be treated as such. Both subjects are complementary. For 

example, Emmanuel Maurice Ekah and Idorenyin T. Ukot (ibid: p. 53) aver that ‘the essence of teaching 

language and literature is for communication. The aim of this study is not to claim that literature should 

be given dominance over English language in the teaching and learning process, but to incisively 

overview the prospects and constraints of the process. 

 

2. English Studies in Nigeria 

English language became a Nigerian heritage after colonialism. The language is the county’s Official 

Language through constitutional provision. For this reason, it functions potently in officialdom and 

crucial domains of nationhood. English language is the language of instruction in Nigerian primary, 

secondary and tertiary institutions. Its role in national cohesion and development is common knowledge 

to linguists. The quest for national development applies to all nations of the world, particularly Third 

World countries like Nigeria. One of the instruments for nation-building is language. English studies in 

Nigeria can be understood in relation to language policy frameworks. Although there are policy 

frameworks on English studies in Nigeria, implementation is too poor to achieve the set objectives. This 

situation impinges on English studies in the country. Post-independence language policies in Nigeria 

have failed to achieve national cohesion which scholars belie some of its crucial objectives for different 

reasons including attitudinal factors. Language policies in Nigeria have not effectively taken care of the 

country’s multi-ethnic and multi-cultural structure. Commenting on Nigeria’s multilingual structure, 

Dada (2010, p. 418) submits that ‘the recent 2005 Ethnologic Data listed 521 languages for Nigeria. Of 

these, 510 are living languages, 2 are second languages without mother tongue speakers, and 9 are extinct. 

Research submits that Nigerian languages are grouped as major languages, state languages and local 

languages based on their status as dominant languages, their territorial spread and the population that 

speak them.’ Language policy is a legislative framework targeted towards language, for the good of 

society. While it has yielded good results in some countries, it has not yielded expected results in other 

countries. Bamgbose (1991, p. 111) asserts that ‘a language policy may be defined as a programme of 

action on the role or status of a language in a given community. In a multilingual situation, a language 

policy decision necessarily involves the role or status of one language in relation to other languages.’ 

Policy frameworks on English studies in Nigeria are sensitive on how English language can co-exist with 

indigenous languages in Nigeria for the overall growth and development of the nation. A national 

language in Nigeria, English has a pride of plave in formal education, where cross-disciplinary 

knowledge is transmitted, including knowledge of discrete skills in Literature-in-English. Fasold (1984, 

p. 77) comments on what a national language is: 

(a) the emblem of national oneness and identity; 

(b) widely used for some everyday purposes; 

(c) widely and fluently spoken within the country; 



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(d) the major candidate for such a role, since there is no equally qualified alternative 

language within the country;  

(e) acceptable as a symbol of authenticity; and 

(f) having a link with the glorious past. 

 

3. Theoretical Framework 

This study hinges on Collie Slater’s (1990) pedagogical postulations and the Critical Theory; 

3.1 Collie Slater’s Pedagogical Postulations  

Collie Slater’s pedagogical postulations are relevant in this study because they do not only capture the 

significance of teaching and learning Literature-in-English, but also provide insights on approaches to 

result-oriented pedagogical process regarding the subject. In addition, the postulations accentuate the 

complementary roles of both English language and Literature-in-English in the teaching and learning 

process. Collie Slater (ibid) cited in Emmanuel Maurice Ekah and Idorenyin T. Ukot (ibid) presents the 

following tips as reasons why literary texts can be used to teach language at any level of education are: 

1) Valuable authentic matrial; 

2) Cultural value; 

3) Language enhancement; 

4) Personal involvement; 

5) Variety and interest;  

6) For teaching morals, culture and aesthetic values of a particular group of people; knowing 

linguistic forms, communicative functions and meaning. 

3.2 The Critical Theory 

The fact that the Critical Theory captures literary appreciation as contained in the SSCE examinations 

makes it relevant to this study. It teaches learners the significance of reflecting on the process, aims, 

content and style of literary writings in the process of analyzing the contextual variables that generate 

literary texts. See Steven Earnshaw (2007) for more insights on the theory. 

 

4. Teaching and Learning Literature-in-English in Senior Secondary School Level in Nigeria: 

Prospects and Constraints 

As in the teaching and learning of language, the process of teaching and learning Literature-in English is 

essentially about the transmission of knowledge revolving around socially realistic phenomena. Literary 

texts are thematic irrespective of their genre. In Nigeria, the curriculum of Senior Secondary School is 

prepared to make learners understand societal vices and values, including human nature as demonstrated 

by intra-text characters in different contextual structures such as domestic, politics, religion, etc. Williams 

(1990, p. 55) notes that ‘language occurs in socio-cultural and interpersonal context. This places language 

in broad perspective since the socio-cultural context entails human behaviour in all ramifications which 

include economic, politics, education and communication. For these purposes, literature is the only 



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subject where all these human activities are distributed, narrated and discussed exhaustively because it 

is in literature that the totality of cultures in different societies are reflected. On the other hand, William 

identifies communicative method of language teaching as against rule governed method which does not 

promote the reading of literature. Communicative method promotes literature teaching where students 

are exposed into communicative competence ….’ Literature-in-English should be adequately taught in 

Senior Secondary School level due to its relevance to learners. It is representational in the sense that it 

makes them see life the way it is. It is about the actions, cultures, attitudes and beliefs of human beings 

conveyed via the instrumentality of characterization in literary texts. Azikiwe (1998) posits that ‘In 

another perspective on the teaching and learning of literature, McGregor (1971, p. 12) observed that 

literature refers to language used skillfully about subjects which are important to human beings and 

expresses hopes, fears, doubts, joy, love, problems and conflicts that human beings experience in their 

daily lives and activities, written to teach the readers lessons about life. Azikiwe again observes that 

literature is language in action because it exploits the resources of time, people and place, in their oral 

and written forms. Reading a literature text is reading about people’s activities, problems and prospects 

which directly affects the psyche of the reader, so that he is emotionally transformed into a new individual, 

capable of initiating a new lifestyle copied from the literary characters.’ The facilitating function of 

Literature-in-English in the teaching and learning of English language is widely acknowledged. 

Literature provides contexts and humans to drive out the meanings or semantic properties of linguistic 

expressions. Emmanuel Maurice Ekah and Idorenyin T. Ukot (ibid: p. 54) posit that ‘from the concept of 

the relationship between language and literature, Eagles and Krammer (1976, p. 102) opined that 

language is the medium of literature by giving the connotations and semantics in context usage. 

Grammatical structures and lexical items are drawn from the inventory of language, and applied in 

literature expressions, which make meaningful descriptions … in literary writings. To teach English 

language without literature at the junior secondary school level deprives the students of the basic 

communicative approach, which states that language is better acquired and used effectively since it is in 

literature stories, poetry recitation and drama acting and reading that communication can be enhanced, 

than studying the rules of language in isolated sentence structures, which do not link to real practical 

situations in their cultural lives.’ In a similar vein, Alabere Rabiat Ajoke and Apalila bt. Shapii (2017, p. 

53) opine that ‘the most interesting method of teaching English language is through literature. The place 

of literature in teaching is to expose learners to different valuable experiences, real and imaginative, 

building in students the love for extensive and sustained pleasurable reading. But the reverse is the case 

in recent development in the study of literature in Nigerian educational system … where literature is not 

reflected as a separate subject in the junior secondary school curriculum, as it used to be in the past when 

literature was introduced right from the first year in secondary school as a compulsory subject of study.’ 

Failure rate in the teaching and learning of Literature-in-English at the SSCE is largely linked to poor 

teaching of the subject. Emmanuel Maurice Ekah and Idorenyin T. Ukot (ibid: p. 55) submit that ‘The 

actual reason why students fail in public examinations like NECO and WASCE in English and literature 



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is the fact that the teaching of literature in English has been neglected and ignored by teachers and 

students unwillingness to buy prescribed texts for themselves. See National Bureau of Statistics (2015) 

for students’ performances in SSCE. As a result, literature which should complement English language 

teaching is not taught effectively … the recent approaches to language teaching have ignored literature 

teaching. Moreover, literature approaches are now subsumed under approaches to language learning, so 

these have negative effects on literature and language teaching and learning. Merging these two important 

subjects together therefore confuses the teachers of both subjects …’  

Azikiwe (ibid: p. 213) suggests thirteen steps for teaching and learning literature in English: 

i. Assign paragraphs or passages from the literary text to be read during the lesson. This should 

have been given as homework or assignment before the actual class period to the students; 

ii. If reading is to be done in the lower class, the teacher should give the students opportunity to 

read also.  

iii. New vocabulary and poorly pronounced words should be written on the board for proper 

pronunciation, spelling, denotative and connotative meanings taught as well. 

iv. Students should be involved in discussions, analysis and description of the reading, while the 

teacher gives the proper perspective of the author’s vision and focus in the work. 

v. Both the teachers and students should ask and answer questions to elicit further explanations 

of the subject matter, themes, styles, mood and characters in the literary writing. 

vi. The students in the class should be divided in groups of four and five and assigned specific 

chapters, passages, events and incidents, so that they may be involved actively during the class 

lesson and after. This concept will enable them to be interested in the subject and the lesson. 

vii. The teacher should arouse and sustain the interest of the students by relating the lessons to 

the real life situations, cultures, and environments of the students to show that literature is all 

about human lives in their environment. 

viii. Students shold be guided to extract meanings explicit and implicit from the materials read, 

through the use of outlines from the textual contents and situations.’ 

ix Teachers should give the students guide on how to identify the elements of literature such as 

plot, theme, background, subject matter, characterization, style, diction, figures of speech and 

the mood in the literary works at different class lessons. 

x. In order to make the lessons interesting the teacher should make use of instructional materials, 

visual aids, aural aids and charts. 

xi. Give the students content and essay type questions as class work and assignment, so as to 

enable them read the text effectively for the purposes of understanding the texts and 

examinations. 

xii. Students should be taught how to be selective by directing them to simple things that they 

can write such as short stories, plays and poetry. 



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xiii. Teachers should encourage students to do intensive and extensive reading privately at home 

using prescribed and unprescribed texts. The advantages of intensive reading according to 

Oyetuiyi (ibid p. 108) gets students invited in the independent study, use of words in English 

language from the contexts of authors and the denotation meanings thereby enhancing new 

vocabularies and free expressions. 

In classroom activities, teachers should deploy productive methods to reveal the social relevance of 

literature to learners. Literature-in-English lessons should be interest-inducing. The social relevance of 

literature is immersed in its applicability to human practices from time immemorial. Literature is in 

human nature. Humans naturally tell stories about existential phenomena. This view is in tandem with 

Emmanuel Maurice Ekah and Idorenyin T. Ukot (ibid) who assert that ‘literature … is an art which 

springs from our inborn love of telling stories, arranging words in pleasing patterns, and expressing in 

words some special cultural aspects of human experiences ... Louise states that literature is a form of art 

having aesthetic values, which can be enjoyed in itself, and at the same time has social origin and social 

effects…’ Emmanuel Maurice Ekah and Idorenyin T. Ukot (ibid) also report Alabere Rabiat Ajoke and 

Apalila bt. Shapii (ibid) who submit that literature is ‘an exercise of the mind and intellect which 

emanates from man’s desire to narrate stories using words creatively to expose aspects of the experiences 

of man. The Concise Oxford Dictionary defines it as ‘writings whose value is in the beauty of form or 

emotional effects’ … The organization of words to give pleasure through them to elevate and transform 

experience, and functions in society as a continuous symbolic criticism of value. Ogunsina (1976) also 

sees it as a vehicle of human expression which seeks to investigate man, his behaviour in society, his 

knowledge of the universe in which he finds himself.’ The usefulness of the teaching and learning of 

Literature-in-English in an ESL (English as a Second Language) context is worthy of scholarly attention. 

Through Literature-in-English, discrete aspects of the English language skills can be learnt in classroom. 

These include skills in grammar, vocabulary, continuous writing and summary; the real life situations for 

demonstrating these skills are presented in literary texts. Alabere Rabiat Ajoke and Apalila bt. Shapii 

(ibid) report that ‘literature is language in use; in other words, it is one of the tools for teaching English 

in a second language situation. It facilitates the acquisition of grammar, vocabulary, reading and writing 

(Note 1). Bright and Macgregor (1981) are also of the view that when there is little reading and writing, 

there will be little language …. Using literature to teach language also helps students to achieve several 

goals in their education. Literature equips students with real life experiences that can be useful for living 

within and outside the school system and the knowledge of stories from literature can be used to answer 

essay questions on English language. They are also exposed to several registers in the process of learning 

different literature texts. In other words, when students are exposed to literary texts, they are able to 

appreciate and make judgments on important issues … they acquire self confidence in speaking and 

writing …The teaching of literature is very important at all levels of education. It is imperative that 

emphases be accorded to it in all schools.’ The acquisition of writing skills is crucial in the Literature-in-

English curriculum and in the pedagogical process. Freeman (1967) defines writing as ‘the ability to 



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select the strongest words, the most useful facts since it is the appropriate selection of these facts that 

engrave the image of a work in the reader’s mind. Stanley Oriola (2008), cited in Ayodabo and Demola 

Jolayemi (2008:104) notes that if writing is to be properly done, certain skills are necessary: 

(a) Mental: This requires that a writer must be able to think clearly and be logical, sequential 

and coherent in how he organizes his ideas. 

(b) Psychological: Ideas can only move freely within the various sensitive components of the 

human system, if a writer is emotionally stable and relaxed. 

(c) Rhetorical: Writing, like every other practice, has its own rules. A writer must know the rules 

that are fundamental to his craft; or, else, the semantic depth expected of the work of such a 

writer will be missed so long as the structural order is flouted. This may result in expressions 

that are linguistically awkward or syntactically odd. A good writing must make a smooth, flow 

and ‘floody’ reading.  

(d) Critical: A writer is expected to re-read a work, which he has completed. Beyond this, one 

should be able to judge or criticize a completed work so as to improve it; thus writing is 

essentially re-writing. Trask (1995, p. 1) observes that language, which differentiates man from 

other creatures, is the tool for writing. According to Babatunde (1998), writing is a process (a 

step-by-step activity) and an interaction. Anko (2004 pp. 254-256) notes that the act of writing 

consists of stages, with the emphasis now shifted from product-oriented approach to process-

oriented approach.  

Writing is one of the four language skills: the other three are listening, speaking and reading. While 

listening and speaking are receptive skills, speaking and writing are productive skills because they 

involve graphical and conventional communication of ideas. In the Literature-in-English classroom, 

students learn that that writing is writer-audience communication. Students are made to understand how 

literature texts convey meaning through effective organization of textual elements. Literary writers do 

not only explore the conventions of English in writing Literature-in-English texts, but also organize ideas 

carefully. They also select appropriate linguistic conventions to communicate such ideas. Variables that 

a writer must manipulate skillfully in written communication include reader, occasion and purpose. In 

poetry lessons, students learn the qualities of good writing include which are as follows: 

(a) Economy of words: The writer should be able to communicate ideas with brevity; 

(b) Clarity: The writer should ensure that his words are understood; 

(c) Simplicity: The writer should use simple words except for other stylistic or literary purposes. 

In the teaching of literature, the teacher should have the following objectives in mind (cf. Alabere Rabiat 

Ajoke and Apalila bt. Shapii ibid p. 53): 

1). To inculcate in students, the love for extensive and continued pleasurable reading through 

interesting texts for its own sake. 

2). To introduce new types of experiences through literature. 



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3). To expose readers through varied valuable experiences real or imagined which may 

contribute to their emotional, social and moral judgment. 

4). To introduce the learners to well-known characters, books and incidents in literature. 

5). To develop the ability to think critically leading to adequate judgment. 

6). Through the study of literature, students acquire human approaches to examining thoughts 

and actions. 

7). Literature helps to develop learners in the areas of language skills and vocabulary. 

Indeed, the teaching and learning of Literature-in-English at the Senior Secondary School level is 

bedeviled by series of constraints which include scarcity of textbooks. Different factors account for the 

scarcity of literary texts, and such scarcity affects performances in WAEC and NECO examinations. 

Alabere Rabiat Ajoke and Apalila bt. Shapii (ibid) state that ‘a major way to establish whether or not 

students are learning and, by extension, attaining the objectives of Literature-in-English in Nigeria is 

through their yearly Senior School Certificate Examinations (SSCE) results. The SSCE is organized by 

different examination bodies, notably, the West African Examination Council (WAEC) and the National 

Examination Council (NECO). The minimum standard students are expected to attain in SSCE is a ‘pass’ 

at credit level. A credit pass (in combination with four other subjects) qualifies students for further studies 

in any discipline in the humanities that requires Literature-in-English, including English language and 

literature; language education; mass communication; law; linguistics; theatre arts; and classics. 

Meanwhile, the curricula of WAEC and NECO SSCE have been synchronized, meaning that the same 

literature texts are recommended for both examinations. Out of eight texts, students may read only four 

(an African drama, a non-African drama, an African prose, and a non-African prose). They also have 

three years (SS1-3) to study these texts. With this lenient structure and extended time frame, it is expected 

that students would be adequately prepared for these examinations. However, their level of failure, which 

has become a yearly occurrence, seems to suggest the opposite. Their performance is not only poor, but 

also declining annually, especially in WAEC SSCE (Note 2).’ Students are not expected to read outdated 

literary texts in preparation for WAEC and NECO examinations. It is quite commendable that some 

recommended literary texts for WAEC and NECO examinations have regional, socio-cultural and 

historical underpinnings; they often reflect the African/Nigerian experiences. The fact that literary texts 

are often thematic implies that they cannot lack meaning or social relevance. Alabere Rabiat Ajoke and 

Apalila bt. Shapii (ibid) posit that ‘literary texts can also help develop learners’ interpretive abilities due 

to its rich levels of meaning and active involvement by learners…’  

To achieve objectives of teaching and learning literature-in-English at the SSCE level, teachers should 

creatively explore different methods and approaches. For example, Alabere Rabiat Ajoke and Apalila bt. 

Shapii (ibid) opine that ‘literary text can be used as model for controlled writing whereby students are to 

imitate a particular text especially for beginners when asked to rewite passages from the text as a way of 

learning the grammar and style of the author. Literary text can also be used to teach guided writing by 

asking the students to complete sentences that sum up the content of the text as a model, which is very 



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important for scenario approach and will help students to develop the skill of essay writing by 

reproducing the model. Through the reproduction of literary model, the students learn more of 

paraphrasing and summary writing where students are required to use their words. By so doing, real life 

stories and plays that the events are chronological in form can be used to teach how to write summary … 

Students can also write from literary texts by using literary words of the text while writing out of or 

filling in as part of creative writing …’ According to Eucharia Okwudilichukwu Ugwu (2022, p. 163), 

‘Cater and Long (1963), cited in Savvidou (2004) highlights approaches to the teaching of literature: 

cultural; language; and personal growth. While the cultural approach exposes learners to other cultures, 

hinging on the socio-political and historical underpinnings of literary texts, the language approach uses 

literature as an instrument for learning language. The personal approach portrays literature as being 

useful in the day-to-day existence of human beings. 

Classroom exercises are not only useful for teaching and learning of English Language. They are also 

quite useful for the teaching and learning of Literature-in-English at SSCE level. Hangyu Zhang (2020:1) 

submits that ‘considerable attention has been paid to a variety of classroom activities in an English 

speaking class … However, there has been evidence showing that different situations in classroom 

activities exert various effects on learners’ English speaking proficiency … This fact indicates that both 

positive and negative effects can be made according to types and effects of classroom exercises … 

communicative activities such as discussion, problem-solving and role play can develop students’ 

English speaking proficiency ... some oral activities in EFL classes such as some drill activities possibly 

cause the low English speaking proficiency for students...’ Well planned learning elements imply that the 

skills to be learned are revealed in exercises. Students are able to access their performance level as the 

lessons unfold. See Iehu (1989) for problems typical of the teaching process as far as Literature-in-

English is concerned. They are also able to understand the teaching objectives. Students of Literature-in-

English have roles to play in the achievement of the objectives of lessons. Practicing and imitating the 

writings of celebrated literary writers are expected Students preparing for SSCE examinations are 

expected to practice and imitate efforts of celebrated literary writers. William Shakespeare is a great 

source of inspiration to students of Literature-in-English. Some classroom exercises are group-based, 

depending on skills being taught and learnt. Outstanding group performance accentuates learners’ 

confidence-level. In an ESL context, exercises for teaching Literature-in-English should be appropriate, 

putting into consideration the conventions of the language that conveyes the texts (English language). 

Hangyu Zhang (ibid) reports that ‘… a system of exercises for teaching a foreign language should be 

understood as a set of types and kinds of exercises that are related to each other by purpose, material, and 

method of their implementation...’ 

 

5. Conclusion and Recommendations 

This study examines the teaching and learning of Literature-in-English at the Senior Secondary level of 

the Nigerian educational system. SSCE results reveal that there are different factors that contribute to 



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low performances. Eucharia Okwudilichukwu Ugwu (ibid) notes that ‘qualitative reports from the WAEC 

Chief Examiners from 2011-2019 reveal common errors and weaknesses in students’ writings. The 

weaknesses include poor literary appreciation; misinterpretation of questions; writing out of context; 

misunderstanding of rubrics; lack of critical skills and originality in responding to questions; poor 

communication skills; and an inability to answer questions in good English. Others include reproducing 

the storyline; inability to answer questions with close reference to the texts; vague and sketchy answers; 

lack of in-debth knowledge due to shallow understanding of the recommended texts; and illegible 

handwriting.’ If Literature-in-English is not well taught in secondary schools, there will be low 

comprehension of the subject. This is because it quite a complex and wide subject. High failure rate in 

WAEC and NECO examinations is not incidental. It is the outcome of the inadequacies of the pedagogical 

process. The mentality of viewing Literature-in-English as a non-major subject makes secondary school 

teachers in Nigeria teach the subject with insufficient commitment. Lack of interest in teaching the 

subject cannot foster the acquisition of teaching objectives. In such a situation, preparation for the lessons 

will be inadequate, thus hindering learner-motivation. Constraints in the teaching and learning of 

literature-in-English include: poor knowledge of the conventions of English; perceived gaps between the 

contents of the curriculum and learner-needs; poor teaching methods; lack of instructional materials; poor 

condition of teaching environment; and timetable deficits. Conclusively, and by way of recommendations, 

the following tips should be considered for effective teaching and learning of Literature-in-English at the 

Senior Secondary School level of the Nigerian educational system: 

i. There should be sufficient time and commitment towards the teaching and learning of 

the subject;  

ii. classroom teaching should be learner-centered as much as possible; 

iii.  efforts should be made to cover the contents of the curriculum before SSCE 

examinations each year (Note 3); and 

iv.  Teachers of Literature-in-English should be adequate; 

v. Teachers of the subject should be competent; and  

vi. Provision should be made for current instructional materials (Note 4). 

 

Notes 

Note 1. Alabere Rabiat Ajoke and Apalila bt. Shapii (ibid: p. 53) assert that ‘literature is a means of 

enlarging one’s imagination and experience. It offers a vast reservoir of human experiences and judgment 

of experience, development of imagination, and entry into human situation which otherwise might well 

fall outside our imagination.’  

Note 2. Scarcity of recommended prose, drama and poetry texts is common in developing countries 

where poverty and illiteracy levels are high. However, attitudinal problems also account for why students 

do not usually have some of the recommended literary texts. However, school authorities have crucial 

roles to play in filling the gaps. School libraries should be equipped with the periodic recommended texts. 



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Note 3. Eucharia Okwudilichukwu Ugwu (ibid) reports that ‘the curriculum of the Nigerian secondary 

school, otherwise known as post-basic education, is divided into four sections: business studies; science 

and mathematics; humanities; and technology (Federal Republic of Nigeria [FRN] 2014). While subjects 

like English and general mathematics are compulsory for all students, others are specifically for students 

in each field. Literature-in-English for example, is a core subject for students in the humanities. The 

curriculum lists general and specific objectives of teaching literature-in-English and its components. 

Generally, literature is taught to broaden students’ cultural awareness and knowledge of healthy human 

values to enhance their language skills; expose them to the beauty and potentials of language; and eqip 

them with the necessary skills for independent thinking and creative writing. Another general objective 

is to adequately prepare students for standardized examinations needed for work and for further studies. 

For the specific objectives, literary appreciation is intended to help students develop critical sensitivity 

to literature and be able to independently access prose, poetry, and drama. Through drama instruction, 

students learn basic dramatic techniques, develop the skills of acting, and become able to relate drama to 

real life. The goal of poerty instruction is to expose students to the richness of poetic expression and to 

gain experience in writing their own poems. Lastly, the objectives of teaching prose are to enable learners 

to recognize the values embodied in fiction (Nigerian Educational Research and Development Council 

[NERDC] 2009, p. iii-v). To facilitate the attainment of these objectives the recommended texts usually 

cut across African and non-African writings with diverse themes, including social vices, diseases, science 

fiction, technology, history, terrorism, gender, multicultural issues, politics and governance.’ 

Note 4. Generally, there should be adequate provision of funds fo the education sector of Nigeria. The 

literature is replete with the damages caused to the sector by lack of funding by successive governments. 

In this regard, see Eucharia Okwudilichukwu Ugwu (ibid).  

 

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