Using weblog to interpret literary texts: a case of Immaculate Heart girls' school, Rukungiri District.

Abstract

The process of teaching and learning literary texts involves applying analytical, interpretive, and application skills of the provided information. However, current instructional methods and teaching tools are inadequate in supporting the sustained interpretation of literary texts. This study aimed at demonstrating how weblogs could be used to enhance the interpretation of literary texts by learners at advanced level in secondary school. The study was guided by four research questions, which focused on the contribution of weblogs to the analysis of literary texts, the impact of weblogs on learners' participation in discussions of literary texts, the extent to which weblogs influenced readers' orientation towards literary texts, and the guiding principles for using weblogs to support the interpretation of literary texts. The study employed a Design-Based Research (DBR) design and purposive sampling strategy, with students from Immaculate Heart Girls School in the Rukungiri district. A total of 55 literature students selected from senior 5 and 6, and one Literature teacher participated in the study. Validity and reliability were ensured through rigorous data collection, analysis, and interpretation processes. The results showed that weblogs significantly improved learners' interpretation of literary texts, as evidenced by the post-test examination results. Specifically, 78.1% of the students obtained above 60% in the post-test examinations, compared to the pre-test examination average of 57.6%, with mean values of 66.93% and 60.9%, respectively. Additionally, weblogs improved learners' participation in the discussion of literary texts and the quality of essays, which translated into better performance as revealed in both the comparative quantitative and qualitative findings. Based on these findings, the study recommends guiding principles for better use of weblogs as a virtual learning tool, to include; integrating audio-visual resources, scheduling lessons, providing feedback, and ensuring users possess ICT skills, among others. Furthermore, the study advocates for new technological and learner-centered teaching methods that fit the changing trends and needs in the 21st century.