An analysis of the competence in literary criticism among Kenyan secondary school students: a case study of Wareng' district, Uasin Gishu county
View/ Open
Date
2012-10-01Author
Wambua, Pauline Ndave
Indede, Florence
Mohochi, Ernest Sangai
Metadata
Show full item recordAbstract
This paper is based on a study that examined the level of competence in literary criticism among students in
Forms Two, Three and Four, based on the skills of reading, writing, speaking and listening in Wareng District of
Uasin Gishu County, Kenya. The author argues that students’ exposure to literary knowledge and the competent
use of figurative language can enhance performance in literature in Kiswahili and the general performance of
the Kiswahili subject. The pragmatic theory, which recognizes that practical approach is the core foundation for
building competence in whichever field, which then puts students at the centre of the acquisition of
competence’s process, was used. The theory postulates that any system of education that is in place should be
reviewed from time to time in order to be at par with the changes that are witnessed in everyday life.
Questionnaires were used to collect data. Data from the questionnaires was analysed using a descriptive method
and percentages. The findings showed that students had a lower ability in identifying and explaining the
meaning and usage of terminologies that are commonly used during the criticism and analyzing of Kiswahili
literature text books. This paper makes recommendations on the structures to mitigate the challenge of
competency in literary criticism devices among Kenyan secondary school students. Bearing in mind that society
thrives by communication, which is achieved by proper use of language, the study generates useful knowledge
to teachers, students and scholars in the literary field on the need to come up with ways of improving
competence in literary criticism.
Collections
The following license files are associated with this item: