Evaluating Students’ Attitudes towards Literature in English Subject in Public Secondary Schols in Babati Town Council, Manyara, Tanzania

Abstract

This study evaluated students’ attitudes towards literature in English subject in public secondary schools in Babati Town Council, Manyara, Tanzania. Literature in English plays a crucial role in enhancing language proficiency, critical thinking, creativity, and cultural awareness, yet its acceptance and effectiveness vary across contexts. Guided by Constructivist Learning Theory, the study employed a mixed-methods approach with an explanatory sequential design involving 150 participants, including education officers, school leaders, teachers, and students. Data were collected via questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. Findings revealed that while many students enjoy reading and analyzing literary texts, challenges such as language problem, irrelevant materials, limited teacher support, and minimal administrative emphasis reduce engagement and confidence. Most students also perceived the subject as less relevant to their future careers. The study concludes that attitudes are influenced by teaching methods, cultural relevance, and administrative support. Recommendations include adopting interactive, culturally meaningful teaching strategies, improving teacher preparation, and strengthening support from school leaders and policymakers to enhance motivation, reading habits, and performance in literature in English subject.