Linguistic – Stylistic Technique and the Effective Teaching and Learning of Poetry in Nigerian Senior Secondary Schools

Abstract

This study investigated the effect of linguistic-stylistic technique on the effective teaching and learning of poetry in Nigerian senior secondary school. The sample of the study comprised of 310 senior secondary two (SS II) students from six schools randomly selected from Itu Local Government Area of Akwa Ibom State, Nigerian A non-randomized pre-test post test control group design was used for the study. The reliability co efficient of poetry in English Achievement Test (PEAT) was 0.75 using Kuder-Richardson formula 21. The student's t-test was used in the analysis of the data. The results showed that students taught with linguistic-stylistic technique achieved and retained better than students taught with traditional method in poetry. The results also showed an insignificant difference existing between the achievement of male and female students in poetry taught with linguistic-stylistic technique. It is recommended that linguistic-stylistic technique should be used in schools to teach various concepts in poetry.