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dc.contributor.advisorGathumbi, Agnes W.
dc.contributor.authorOtieno, Nicholas Ondoro
dc.date.accessioned2012-03-26T11:46:20Z
dc.date.available2012-03-26T11:46:20Z
dc.date.issued2012-03-26
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/3487
dc.descriptionDepartment of Educational Management Policy & Curriculum Studies, 90p. The LB 1737.O8 2003en_US
dc.description.abstractThe teaching of English language has undergone some changes in the few years to improve the quality of teaching and learning. With the introduction of the 8-4-4 system of education in 1984/85, the integrated approach to the teaching of language was adopted. English language and literature in English in Kenyan secondary schools were combined into one subject. The English syllabus has since then been revised twice in 1992 and 2002 to improve performance in English language. Despite all these efforts, performance in the teaching and learning of English in Kenyan secondary schools is still poor. Teachers have often found themselves on the receiving end, the claim being that they perform poorly in their teaching. This study therefore sought to investigate the attitudes of secondary school teachers of English towards the integrated approach to the teaching of English language and establish a link between these attitudes and their teaching performance. The study targeted teachers of English language in Rachuonyo District. From the targeted teachers of English language in Rachuonyo District. From the target population, a total of thirty teachers were selected using three stratified random sampling technique. The research design employed was survey. Survey was the best as this study sought to explore relationships. The survey was comparative and correlational in nature. Data was collected using three instruments thus: an attitude scale called Likert-type Teacher Attitude Scale (TAS), Teachers Performance Observation Schedule (TPOS), and Interview Schedule. English language teachers were compared, using the t-test at p<.05 level of significance, with respect to their attitudes towards integrated approach to English and their teaching performance. These were then correlated at the same level of significance to establish the existence of any relationship. Pearson product-correlational coefficient was used for this purpose. The study came up with findings, which are summarized thus: - Attitudes of graduate and untrained teachers towards integrated approach to English differed significantly. However, there was no significant difference when the graduates were compared to the diploma teachers. - There was lack of significant difference in teaching performance between graduate and diploma teachers. Significant difference was reported when the graduates were compared to the untrained teachers. - There exists a weak and insignificant relationship between attitudes towards Integrated English and teaching performance. - Majority of teachers do not have a clear understanding of the concept of integration. This explains their negative attitudes towards certain areas of the integrated approach to English. In light of the above findings, the study recommends the need to conduct in service training courses for the teachers on subject integration, involvement of teachers on any curriculum innovation, and making pre-service training more integration-oriented.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.subjectHigh school teachersen_US
dc.titleRelationship between secondary school teachers' attitudes towards integrated English approach and their teaching performance: a study of Rachuonyo district, Kenya.en_US
dc.typeThesisen_US


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