Pupils’ perception on the cockcrow as children’s literature and its influence on pupils reading in the Dunkura circuit

Abstract

This study examines Pupils’ Perceptions on “The Cockcrow” and its influence on reading in the Dunkura circuit. The study sought to find out the pupils’ perceptions on ‘The cockcrow’ as literature for children; find out how these perceptions influence their reading in general and “The Cockcrow” in particular. The study adopted a Mixed method which is a research approach for collecting, analyzing, and mixing quantitative and qualitative data at some stage of the research process within a single study in order to understand a research problem more completely. The tools used for this research work were questionnaire and interview. 60 pupils were questioned and 10 were interviewed. Various books, articles from journals and internet were consulted to gain insight into the subject under investigation. The findings of the research reveal that pupils have been introduced to “The Cockcrow” by their English Language teachers in school. The study concluded that Pupils’ perceptions on a book have greater impact on the reading and learning performance of a book, and “The Cockcrow” is no exception. Participants (respondents) in this study revealed certain short falls that they perceive “The Cockcrow” to be having, which include difficult diction used in the book, voluminous nature, theme identification difficulty, et cetra. and as such do not perceive “The Cockcrow” to be a complete children’s literature book. It further recommends that Curriculum developers and other education stakeholders should have a review of “The Cockcrow” to be able to be a desired book for children literature at the JHS level of education concerning the themes, difficult diction, metaphorical and personified expressions, and length of some of the “stories” in “The Cockcrow” and the volume of the book (The Cockcrow) itself.