An Analysis of Secondary School Learners’ Psychological State in Written Texts

Abstract

The study was undertaken to analyse learners written texts in order to assess their psychological state. The research design used was purely descriptive in nature. The study was conducted in six selected secondary schools in the outskirts of the Central Business Area (CBA) of Lusaka District of Lusaka Province in Zambia. The sample size was 60 participants. The researcher used a non-probability subjective sampling. This was purposively done. The sampling was also homogeneous, focusing on particular subgroups (school administrators, teachers of English language, guidance teachers, and learners. The instruments used for collecting data were Interview Guide (IG), written scripts and Transect Walk/Observation. The major findings were that learners do express their state of mind as well as their emotional feelings through their written texts. Findings reveal that teachers’ perceptions of their learners vary, with some belittling what learners write; others discrediting learners’ written text; others labeling learners written text. Unanimously, guidance teachers and school administrators adamantly observed that “there is little or no educative help given to learners emanating from their written text”. The study recommended that the Ministry of Education through the Curriculums Development Center (CDC) should realign teaching approaches in order to improve in the teaching and delivery of quality education. The study also recommended that teachers should play a critical role in using written texts to identify learners’ needy areas to shape their writing skills, develop critical reasoning and interpretive skills so as produce critical, classical and creative writers.