Evaluating Students’ Attitudes towards Literature in English Subject in Public Secondary Schols in Babati Town Council, Manyara, Tanzania
DOI:
https://doi.org/10.61227/f32gec53Keywords:
Students’ attitudes, Literature in English, public secondary schools, TanzaniaAbstract
This study evaluated students’ attitudes towards literature in English subject in public secondary schools in Babati Town Council, Manyara, Tanzania. Literature in English plays a crucial role in enhancing language proficiency, critical thinking, creativity, and cultural awareness, yet its acceptance and effectiveness vary across contexts. Guided by Constructivist Learning Theory, the study employed a mixed-methods approach with an explanatory sequential design involving 150 participants, including education officers, school leaders, teachers, and students. Data were collected via questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. Findings revealed that while many students enjoy reading and analyzing literary texts, challenges such as language problem, irrelevant materials, limited teacher support, and minimal administrative emphasis reduce engagement and confidence. Most students also perceived the subject as less relevant to their future careers. The study concludes that attitudes are influenced by teaching methods, cultural relevance, and administrative support. Recommendations include adopting interactive, culturally meaningful teaching strategies, improving teacher preparation, and strengthening support from school leaders and policymakers to enhance motivation, reading habits, and performance in literature in English subject.
References
Adome, S. P. (2022). Relationship between students’ attitude towards literature in English and their performance in National teachers’ colleges: A case of NTC Unyama (un published Doctoral dissertation), Makerere University.
Alanazi, A. (2019). A critical review of constructivist theory and the emergence of constructionism. American Research Journal of Humanities and Social Sciences, 2(8), 1–8.
Anjorin-Ojewole, R. B. (2023). Impact of learning attitude on students’ academic performance in Literature-in-English in secondary schools in Lagos State. Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), 5(2), 219–228.
Bhebhe, P. (2024). Perceptions of advanced-level students and teachers towards the learning of poetry in Literature in English in the Zimbabwean classroom. International Journal of Research and Scientific Innovation, 11(6), 206–209.
Burazer, L., & Skela, J. (2025). The effect of including literary texts in English language instruction in Slovenia. English Language Teaching, 18(3), 1–38.
Chand, S. P. (2023). Constructivism in education: Exploring the contributions of Piaget, Vygotsky, and Bruner. International Journal of Science and Research (IJSR), 12(7), 231–234.
Chepkemboi, C. (2019). Factors influencing implementation of oral literature in the integrated English syllabus in public secondary schools in Nakuru Town East Sub County, Kenya. Kabarak University Repository
Efgivia, M. G., Rinanda, A. R. Y., Suriyani, S., Hidayat, A., Maulana, I., & Budiarjo, A. (2020). Analysis of constructivism learning theory. In Proceedings of the 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020) (Vol. 585). Advances in Social Science, Education and Humanities Research. https://doi.org/
Ettyang, I. A., & Wanyama, E. G. (2021). Relationship between secondary students’ attitude towards English curriculum learning experiences and achievement in English language in Emuhaya Sub County, Kenya. East African Scholars Journal of Education, Humanities and Literature, 4(12), 1–11.
Kassem, H. M. (2020). Attitudes towards English literature: The case of EFL students at three Saudi colleges. Studies in English Language Teaching, 8(3), 1–14. https://doi.org/10.22158/selt.v8n3p1
Malla, N., & Touhami, I. (2023). A review of English literature instruction in the Algerian context. Approches Interdisciplinaires et Langues Étrangères (AILE), 9(1), 10–24.
Ministry of Education, Science and Technology. (2023). Basic education statistics in Tanzania. The United Republic of Tanzania. https://www.moe.go.tz
Misana, L. (2019). Students’ attitudes and motivation towards learning literature in public secondary schools in Temeke municipality in Tanzania. University of Dar es Salaam Repository. http://localhost:8080/xmlui/handle/123456789/4364
Mpumuje, M., Bazimaziki, G., & Muragijimana, J. D. L. P. (2024). Exploring the role of oral literature in enhancing learners' language proficiency: A case of three selected secondary schools in Rwanda. African Journal of Empirical Research, 5(2), 752–763.
Mugolozi, C. N. (2019). Challenges affecting the performance of Literature in English in Tanzania ordinary level secondary schools: A case of Tabora Municipality. Department of Policy Planning and Administration.
National Bureau of Statistics, Ministry of Finance and Planning, & Office of the Chief Government Statistician, President’s Office – Finance and Planning. (2024). Manyara Region basic social-economic profile. The United Republic of Tanzania. https://www.nbs.go.tz
Ngussa, B. M., & Faustino, A. (2019). Language competency, preparedness and attitude toward literature subject: A case of secondary schools in Arusha City. Advances in Social Sciences Research Journal, 6(10), 39–50.
Parliament of the United Kingdom. (n.d.). The Elementary Education Act 1870. https://www.parliament.uk/about/living-heritage/transformingsociety/livinglearning/school/overview/1870educationact
Pedaveti, J., & Jeyanthi, B. (2024). Exploring the role of English literature in developing cultural competence among ESL students. World Journal of English Language, 14(6), 432–434.
Salam, N., Hafifah, G. N., & Ihsan, P. (2025). The correlation between students’ reading motivation and reading habit on their reading comprehension. SCOPE: Journal of English Language Teaching, 9(2), 653–661.
Tanzania Institute of Education. (2010). Curriculum reform report: Introduction of Literature in English as a separate subject for ordinary secondary education. Tanzania Institute of Education.
Tei, A. T. (2019). Attitude of senior high students towards the study of literature in English: The case of some selected senior high schools in the Eastern Region [Undergraduate thesis, University of Education, Winneba]. http://ir.uew.edu.gh/xmlui/handle/ 123456789/2664
TIE. (2023). Literature in English syllabus for ordinary secondary education Form III–IV 2023. Tanzania Institute of Education.
Ukat, J. A., & Ismail, H. H. (2022). Teaching literature in Malaysian English classrooms: A review of its challenges and opportunities. International Journal of Research in Business and Social Science, 12(11), 157–170.
United Republic of Tanzania (URT). (2023). Education and Training Policy of 2014 (2023 ed.). Ministry of Education, Science and Technology.
Additional Files
Published
Issue
Section
License
Copyright (c) 2026 authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
