Abstract

Background/Objectives: The study, ‘Demystifying the mystery that surrounds the comprehension of poetry through song therapy: Our experience, adopted a pretest, post-test quasi experimental research design to measure students’ comprehension in English poetry using song therapy. 

Methods/Statistical Analysis: 284 students from selected intact classes in Junior Secondary School II and Senior Secondary School II were used in both experimental and control groups. The experimental groups were taught poetry with songs, while the control groups used the conventional method. The study used 104 male students for the experimental groups, 31 male students for the control group, 107 and 42 females for the experimental and control groups respectively. Means and standard deviation were used for the research questions, while Analysis of Covariance (ANCOVA) was used for the hypotheses at 0.05 level of significance.

Findings: The findings of the study indicate a significant difference in the mean achievement scores of students taught poetry with song therapy and those taught with the conventional approach.

Improvements/Applications: good quality teaching makes an impact in the lives of students. Our experiences in the classrooms ignited the enthusiasm to have this study carried out in two different locations and the results still established our previous claims that songs , when integrated into a poetry tutorial has the potentials to set the stage for erudition by increasing students’ interest, and activating their thinking and ingenuity.

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