The incorporation of oral literature in the education system has been recognized as an effective
strategy for increasing students’ interest, cultural awareness, and understanding in literature
learning. Among the various forms of oral literature, oral songs—characterized by rhythm,
melody, and narrative—play a significant role in conveying literary ideas. This study investigates
the influence of oral songs on the teaching and learning of literature in public secondary schools
in Matungulu Sub-County, Machakos County. The study was guided by three objectives: (i) to
determine how oral songs enhance student engagement and interest in literature, (ii) to explore
how oral songs support cultural understanding and self-identity, and (iii) to evaluate the
effectiveness of oral songs in improving learners' comprehension and recall of literary content.
The research was grounded in Vygotsky’s Cultural-Historical Activity Theory, which emphasize
active learning, social interaction, and cultural tools in the educational process.
A descriptive research design was employed to assess the current use and effectiveness of oral
songs in selected public secondary schools. Data collection methods included questionnaires,
interviews, and classroom observations. The findings revealed that oral songs enhanced learners'
motivation, engagement, and understanding of literature by making learning more enjoyable and
relatable. They also promoted cultural enrichment and identity formation.
The study concludes that oral songs serve as valuable instructional tools in literature education,
particularly when integrated into classroom teaching. It recommends the development of clear
curriculum guidelines, and greater institutional support to facilitate the use of oral literature in
secondary schools. The findings contribute to curriculum development, pedagogy, and
educational policy by underscoring the importance of indigenous methods in enriching literature
instruction in Kenya.