Assessment of Teacher Factor and Time Allocation in the Teaching and Learning of Literature-In-English in Secondary Schools in Ekiti State, Nigeria

Abstract

This study assessed teacher factor and time allocation in the teaching and learning of Literature-in English in secondary schools in Ekiti State, Nigeria. Specifically, the study assessed the qualifications of teachers teaching Literature-in-English, the methods used by the teachers in teaching Literature-in-English and the duration of teaching Literature-in-English in secondary schools in Ekiti State. The study adopted a descriptive research design of a survey type. The population for the study consisted of 1035 Literature-in-English teachers in public secondary schools in Ekiti State. A total of 100 respondents were selected as sample for the study using a multistage sampling procedure. The research instrument used for the study was a self-constructed questionnaire. The face and content validity of the instrument was ascertained by expert judgement, while the reliability of the instrument was established using Cronbach Alpha reliability method and a reliability coefficient of 0.80 was obtained. The findings of the study revealed that teachers teaching Literature-in-English in Ekiti State Public Secondary Schools have the qualification to teach the subject. However, the duration used to teach the subject is inadequate. It was recommended that curriculum planners, government and school administrators should revise timetables to include double periods for Literature-in-English, which will allow for comprehensive lessons.