Teaching poetry differently in secondary schools: A language supportive pedagogical approach

Kusaga, Majira Hitler

dc.creator	Kusaga, Majira Hitler
dc.date	2020-03-04T09:50:30Z
dc.date	2020-03-04T09:50:30Z
dc.date	2019
dc.date.accessioned	2022-10-20T14:15:49Z
dc.date.available	2022-10-20T14:15:49Z
dc.identifier	Kusaga, M. H. (2019). Teaching poetry differently in secondary schools: A language supportive pedagogical approach (Master's dissertation). The University of Dodoma, Dodoma.
dc.identifier	http://hdl.handle.net/20.500.12661/1929
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1929
dc.description	Dissertation (MA Education)
dc.description	The current study focused on teaching and learning poetry in Form III in Tanzanian secondary schools.The general objective was to design, develop and evaluate Language Supportive Pedagogical Approach Exemplary Materials (LSPAEM) in the course of enhancing poem reading and analysing themes and message in Form III class. The LSPAEM were designed within the social constructivism theory due to itself effectiveness in the course of design and classroom interaction. The study was conducted in Dodoma city. The current study adapted collaborative development design with non-equivalent quasi-experimental and phenomenological designs. Mixed approach in embedded methods was employed in collecting and gathering qualitative and quantitative data. Convenience and purposive sampling techniques were applied to choose the field location and participants. Four (4) lessons were designed, tried out and evaluated. The data were collected through classroom observation, interview, FGD, and achievement pre- post tests. Qualitative data were thematically analysed in terms of participants‟ expression, noting the themes and sub themes while quantitative data used descriptive and comparison analysis of frequency, percentage, mean and t-test using SPSS version 20. The main findings revealed that the LSPAEM were clear, simple language and user friendly as the mean in post test shows significant improvement compared with control groups. The study concluded that the implementation of any curriculum innovation should be preceded by teachers’ orientation. It is recommended that, poetry should be treated as an independent subject throughout secondary education. The mandatory decision should keep pace with teachers’ orientation through development studies.
dc.language	en
dc.subject	Secondary schools
dc.subject	Pedagogical approach
dc.subject	Pedagogy
dc.subject	Poetry
dc.subject	Poetry teaching
dc.subject	Supportive language
dc.subject	Curriculum innovation
dc.subject	Classroom interaction
dc.title	Teaching poetry differently in secondary schools: A language supportive pedagogical approach
dc.type	Dissertation