A research paper submitted to the School of Law in partial fulfillment for the requirement for the award of the degree of a Bachelor of Law of Makerere University

Abstract

This study was carried out to find out the learners’ experiences in studying Literature using online learning activities during the COVID-19 lockdown at the advanced level in selected schools in Mpigi District. This study was guided by the following objectives; to find out the online learning activities that were used to study Advanced level Literature, to determine the advanced level students’ attitudes towards learning Literature via the use of online learning activities and to determine the challenges faced by the learners in studying Advanced level literature during the COVID-19 lockdown in selected schools in Mpigi District. The study methods used to generate data for the study included interviews, focus group discussions and documentary review schedules. All these were used for purposes of triangulation. A case study was conducted in Mpigi District using a qualitative research design. Only qualitative data was collected in order to understand the experiences of the learners. A total of 9 participants took part in this study, including 3 teachers who taught Literature during the COVID-19 lockdown and 6 students who attended online lessons during the same period. The findings in regard to the online learning activities revealed online debates and discussions, film viewing and online games. However, the attitude of the learners towards these activities was varying depending on the activity and the nature of the activity that was used to study. A positive attitude was experienced where the activities rendered the learners passive and a negative attitude was experienced where learning was rendered active. It was positive towards the films and the games while being basically negative towards the online discussions and debates. The challenges faced by the teachers and the students included lessons coinciding, learners’ personal activities, adaptation, missed lessons, poor network and the lack of a prior experience in using an online learning approach and reading experience. In process, the experience of the learners, ignited by the online learning activities, was collaborative, constructive, active and fun. In view of the experiences lived by the learners, this study strongly recommends designing of activities that strictly fit the online learning space and learners improving their attitudes.