Abstract

Methods of poetry teaching has not only the potential to influence Critical Thinking (CT), but it also enables students’ self-assurance and independent problem-solving skills. Nevertheless, teachers and students the around the world, share the opinion that poetry is difficult to understand and that only literary experts can appreciate it. The objective of the study was to establish the methods of poetry teaching among secondary school learners in Githunguri Sub-County, Kiambu County. The study was based on Vygotsky’s social constructivist theory. The research adopted a descriptive survey design. The research was conducted in 10 public secondary schools with the sample size of 10 English teachers and 349 Form three students. Schools were chosen using stratified random sampling and teachers were selected purposively. Simple random sampling was used to select the students’ sample. Data was collected from teachers and students using questionnaires, structured interviews and observation check-list. Data was analysed using descriptive statistics, which included tables, pie charts, frequency, mean, and standard deviation. For qualitative data, thematic interpretation was done and documented either in tables or pie charts while quantitative data was analysed using statistical analysis or tabulation. The study established that although teachers mostly teach poetry using interactive classroom setting, disparities were observed on students’ responses. Students reported that they did not work in groups to solve problems in the process of poetry teaching. In addition, the study found out that there was limited use of classroom discussion, brainstorming, group work, analysis of poetic devices, asking questions, evaluating, analysing, and interpreting poetic texts. The study therefore recommends that teachers should continue teaching poetry using different methods as this is likely to enhance student’s CT

Keywords

Methods, critical thinking, influence, teaching and learning