EFFECTS OF PROJECT-BASED LEARNING AND GUIDED INQUIRY ON TEACHING AND SUSTAINABILITY OF STUDENTS’ INTEREST IN LITERATURE
Uchechukwu Chima & Esther, N. Oluikpe
Department of Arts Education, Faculty of Education,
University of Nigeria Nsukka
This study investigated the effects of project-based learning and guided inquiry towards teaching and sustainability of students’ interest in literature in Ebonyi North Education Zone of Ebonyi state. Two research questions and two hypotheses guided the study. The study adopted the quasi-experimental research design. The population of the study was all the Senior Secondary Two (SSII) students that were offering literature in public co-educational Secondary Schools in Ebonyi North Education Zone of Ebonyi State, with an estimated number of 3048 students. A sample of 110 students from two schools that were randomly selected from the public co-educational Secondary Schools in Ebonyi north education Zone of Ebonyi State participated in the study. The instrument for data collection was Literature-in-English Interest Inventory (LIEII). The instrument was validated by four experts, the four experts comprised two experts from Science Education Department (Measurement and Evaluation), and two experts from Arts Education Department (Education/English) from the University of Nigeria, Nsukka. The reliability of the instrument was ascertained through the trial-testing of 25 SS2 students in Model Secondary School Nsukka. The reason for the trial testing of the instrument was to determine the internal consistencies of the instrument. Cronbach Alpha was used to calculate the reliability index coefficient of the LIEII. The overall reliability index coefficient of LIEII (25 items) was .894. Mean scores and Standard Deviation were used to answer the research questions while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study revealed that students taught with project-based learning method Performed well than the students taught with Guided inquiry. By implication, if Literature teachers adopt PBL and practice it in their various schools, students’ interest in Literature-in-English will be sustained. It was, therefore, recommended among others that government and other professional bodies should organise workshops, seminars and conferences to educate and sensitize the Literature teachers on the use of PBL in teaching Literature-in-English in other to achieve sustainability of interest among students.
Key Terms: project-based learning, Guided inquiry, interest, gender, and literature-in-English.