Abstract:
The JC ECOL report for 2016 and 2017 reveal students’ underperformance in the Literature in English. The majority of JC students obtained low grades in Literature in English essay-type questions compared to the short questions. This study, therefore, investigated challenges faced by Literature in English junior high school students on essay-type questions.
Three research questions inquired into challenges students in Lesotho encounter on LE essay-type questions, possible causes of those challenges and what pedagogical implications of those challenges are for teachers of LE at junior high school. The study adopted the quali-quantitative interpretive case study design. Three data generating tools were students’ tests, teachers’ open-ended questionnaires and teachers’ focus group discussions. Three schools, thirty students and seven teachers were purposively selected for this investigation.
The Educational Productivity theory by Walberg (1981) was used for data analysis. The dominant theme emerging from findings falls under pedagogical factors; it has 4 variables (inadequate resources, motivation, writing practice and academic style). It occupies 54 % against students’ attributes of 27 % and 19 % of psychological factors. Diction and linguistic competence were grouped under the students’ attributes while poor foundation, class size and subject matter were grouped under psychological factors. Additionally, motivation, writing practice, poor foundation, limited time and language out of school surfaced as the main findings under research question two. Educational implications for the teaching of Literature in English were also established. The use of technology is recommended to enhance students’ knowledge and schools should provide adequate instructional material.
