EXPLORING STUDENT ENGAGEMENT AND MOTIVATIONAL ORIENTATIONS IN THE G.C.E. (O/L) ENGLISH LITERATURE CURRICULUM IN GOVERNMENT SCHOOLS

Abstract

This study explores student perceptions of the prescribed literary texts in the G.C.E. (O/L) English Literature curriculum in Sri Lankan government schools, emphasizing their interests, preferences, and motivational orientations. A mixed method study methodology was used to gain an in-depth understanding, including both quantitative and qualitative data collection and analysis. A stratified random sampling method was used to guarantee representation from various school types and student demographics, resulting in a quantitative sample of 120 students from Grades 10 and 11 across six government schools in the Central Province. Data were gathered using a standardized questionnaire to assess students' overall perceptions of the curriculum content. The results indicated an array of responses: some students appreciated the texts for their educational value, but many deemed them outdated, linguistically complex, or culturally irrelevant. To elucidate these tendencies and gain more insights, the research used a purposive sampling method in the qualitative phase, choosing 18 students and 6 English Literature teachers for comprehensive semi-structured interviews and focus group discussions. The qualitative results indicated an apparent preference among students for modern, relevant texts and underscored the influence of cultural relevance, personal interest, and accessibility on student motivation. Educators highlighted similar concerns, highlighting limitations imposed by a rigid curriculum and the need for greater flexibility in selecting texts. The amalgamation of both data sets provided a comprehensive perspective on the challenges and opportunities in teaching literature within the existing curriculum. The research indicates that academic programs should use a more student-centered and culturally relevant methodology, connecting texts with students' life experiences and linguistic abilities. The results possess practical implications for syllabus reform, curriculum development, and classroom practices, with the objective of enhancing student engagement and learning outcomes in English Literature across Sri Lanka's educational system.