AN ASSESSEMENT OF THE USE OF TWO LEVELS OF CREATIVE TEACHING OF LITERATURE-IN-ENGLISH IN TERTIARY EDUCATIONAL INSTITUTIONS IN KWARA STATE, NIGERIA

Authors

  • Taiye Umar Hassanna Department of Arts and Social Science Education, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria

DOI:

https://doi.org/10.46827/ejes.v0i0.2020

Keywords:

teaching creatively, teaching for creativity

Abstract

This study investigated the extent of use of two levels of creativity in teaching Literature-in-English in tertiary institutions in Kwara State. The study employed the descriptive survey research design. Total enumeration sampling technique was used to select 32 lecturers of Literature-in-English from two public colleges and two faculties of education in the state. Two instruments were used to gather information for the study namely: Use of Creativity Questionnaire for Lecturers (UCQL), and Use of Creativity Observation Rating Scale (UCORS). Data collected were analysed using frequency, percentage, and mean. The results revealed that there was a low level of use of the two levels of creativity in teaching Literature-in-English with percentage ranging from 56.25% to 68.75% of respondents who did not use either of the levels of creativity at all, with their mean scores being less than 1. Lecturers also made use of teaching creatively (0.90) more than teaching for creativity (0.80). The study concluded that there was low use of the two levels of creativity in teaching Literature-in-English in tertiary educational institutions in Kwara State.

 

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References

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Published

2018-10-22

Issue

Vol 5, No 4 (2018)

Section

Articles

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