Implication of Teaching English Language and Literature as Two Separate Subjects in Senior Secondary schools in Nigeria

Abstract

This study sought to establish the implication of teaching English Language and Literature as two separate subjects in Senior Secondary schools in Nigeria using the descriptive design. A total of 100 students from each of the three sampled schools constituted the sample: seventy students who never offered literature in English and thirty students who offered Literature in English constituted the sample. Therefore, the total sample was 300 students. Data was treated through t-test to determine the differences in English Language achievement according to various categories of respondents. The study concludes that regardless of gender and type of school differences, students who offered Literature and English language did not perform better in English Language than their counterpart who did not offer Literature in English. Therefore, the offering of literature subject did not affect the performance in English Language subject. Based on the recommendations from previous studies that English and Literature in English are similar subjects and there is no need to separate them, it is recommended that schools that do not offer the Literature subject should consider having the subject as part of curriculum so as to enhance the quality of English language achievement. Much as Literature may be an optional subject in schools under investigation, there is a need to encourage learners to take the subject in order for them to improve the quality of English language achievement.