Evaluation of an integrated English syllabus in teaching and learning of literature in selected secondary schools in Dar es Salaam region

Abstract

This study evaluated the integrated English syllabus for ordinary level secondary schools. Respondents were selected from two secondary schools, Tanzania Institute of Education (TIE) and University of Dar-es-Salaam. The study evaluated the literature component in terms of its course organization, instructional delivery plan, instructional duration, assessment plan, and how it affected the teaching and learning of literature in secondary schools. The study employed formative syllabus evaluation model to evaluate the course in order to achieve the objectives of this study. The findings reveal that there is contradiction between the Institute of Education and other interested parties on how the syllabus is effective in teaching and learning of literature. While TIE officials found that there were no problems in the syllabus, teachers, students, student teachers at UDSM and members of staff in the department of literature at the University of Dar-es-Salaam found it as an impediment to students to learn literature and for teachers to teach it effectively. This study recommends that TIE officials, members of staff in the departments of literature from various Universities and other stakeholders to collaborate to improve literature teaching and learning which influences creative writing of literary works, fluency, proficiency, and confidence in speaking respective language as well as listening and performing various literary activities.