AN 
INVESTIGATION 
OF 
THE 
RELATIONSHIP 
BETWEEN 
THE 
IN-SCHOOL 
LINGUISTIC 
ENVIRONMENT 
AND 
ACADEMIC 
PERFORMANCE 
IN 
PRIMARY 
SCHOOLS 


PI--IYLLISW. 
MWAN·GI. 


THESIS 
SUBMITTED 
IN 
PARTIAL 
FULFILMENT 
FOR 
THE 
DEGREE 
OF 
MASTER 
OF 
ARTS 
OF 
KENYATTA 
UNIVERSITY. 


JUL~Y 


1gg 
1. 


Mwangi, 
Phyllis 
W

An 
investigation 
of 
the 
relationship 


11~1.IIJIIIIIII~lllllnIIIDMI 


1992/201012 
. 


KENYATTA 
UNIVE~ 
ITV 
II 


AY 



DECLARATION. 


THIS 
THESIS 
IS 
MY 
ORIGINAL 
WORK 
AND 
HAS 
NOT 
BEEN 
PRESENTED 
FOR 
A 
DEGREE 
IN 
ANY 
OTHER 
urnVERSITY. 


PHYLLIS 
W. 
MWANGI. 


THIS 
THESIS 
HAS 
BEEN 
SUBMITTED 
FOR 
EXMlINATIOl1 
WITH 
f1Y 
APPROVAL 
AS 
UNIVERSITY 
SUPERVISOR. 


------------~~~-~------------------

Dr. 
JOSEPH 
N. 
MUTHIANI. 
KEllY.A.TTA 
UNIVERSITY 
nAIROBI 



DEDICATION 


This 
work 
is 
de 
dico 
ted 
t.o 
my 
de:lr 
parents 
whose 
f 
e 
I 
th 
ill 
me 
enabled 
me 
to 
test 
the 
academic 
v.at 
ers 
at 
every 
stage 
of 
the 
long 
jour-ney 
that 
has 
culminated 
ill 
this 
cour 
s 
e 
. 


(t) 

ACKIIOWLEDGEHENT 


I 
am 
singularly 
Ludebte 
d 
to 
my 
supervisor', 
Dr. 
r·IoIUdarli 
of 
the 
English 
Deportment 
Kenyo 
tte 
University, 
for 
his 
t 
nve 
luoble 
guidance 
and' 
support 
throll:::;ltout 
the 
c 
cur 
se 
of 
this 
\JOrk. 
TI10 
present 
form 
of 
the 
wor 
k 
is 
t 
henks 
to 
his 
comments 
and 
constructive 
criticisms. 


I 
am 
also 
very 
grateful 
to 
the 
!Il~,rnbers 
of 
st 
o 
ff 
of 
the 
English 
Department 
for 
the 
ve 
r 
ious 
con 
t 
ri 
butt 
on 
s 
lhey 
nrid 
e 
ill 
the 
initial 
stages 
thus 
enabling 
r~leto 
be 
crI 
ticel 
of 
my 
ov.n 
work, 


Sincere 
thanks 
also 
go 
to 
the 
lieedmos 
t 
ers 
of 
t 
lie 
four-school 
s 
sampled 
for 
allowing 
me 
to 
use 
their 
students 
ill 
the 
exerc.ise 
and 
for 
deploying 
their 
staff 
to 
assist 
me 
in 
the 
tests 
administered. 
Not 
to 
be 
forgotten 
are 
the 
stud 
en 
Ls 
t 
liemselves 
\..•ho 
o·')ve 
me 
maximum 
cooperation. 
I 
em 
also 
gndeful 
to 
the 
(If-e::. 
Educ 
a 
tiou 
Officer 
of 
Molo 
Town 
Zone 
for 
sr-antir'g 
me 
cHI 
f 
urerview. 


Last 
but 
not 
least, 
I 
:'111 
indebted 
to 
1·Jr-. 
S3!1l1ll)1 
1<:1 
t 
lv 
I 
of 
t:!tp 
English 
Depar 
trnen 
t 
Resource 
Cen 
tre 
for 
liel 
pi 
118 
in 
word+pr 
oces 
sI 
ug 
my 
work 
in 
the 
computer. 



CHAPTER 
4 


4.0 
Data 
analysis 
23 


4. 
1 
Relative 
Fre 
que 
nc 
y 
Distributions 
23 


4.2 
Ar1 
thme 
lic 
mesns 
45 


CHAPTER 
5 


5.0 
Summary 
and 
Recomrnerlci'J 
t 
ions 
58 
Appendices 
G3 
81bliography 
85 


(i") 



ABSTRACT 


This 
work 
deals 
with 
the 
in-school 
linguistic 
environment 
of 
a 
few 
selected 
primary 
schools 
in 
Molo 
Town 
Zone 
and 
the 
effect 
this 
has 
on 
performance 
in 
English 
as 
a 
subject 
and 
in 
the 
subjects 
taught 
and 
tested 
in 
English. 
Four 
schools 
were 
considered 
but 
only 
the 
sixth 
class 
was 
put 
under 
observation. 


The 
issue 
'Has 
to 
determine 
the 
ext 
ent 
to 
which 
exclusive 
speaking 
of 
English 
in 
the 
school 
compound 
affects 
performance 
in, 
one, 
English 
and 
two, 
the 
subjects 
taught 
and 
tested 
in 
English. 
Thus 
two 
of 
the 
schools 
were 
those 
that 
use 
English 
in 
and 
outside 
the 
classroom 
while 
the 
other 
two 
were 
those 
that 
only 
encounter 
it 
in 
the 
classroom. 


Several 
instruments 
',Jere 
used 
to 
collect 
dat.a. 
They 
were: 
a 
composition; 
class 
test.s 
in 
English,C.R.E,Geography 
and 
History; 
an 
interview 
with 
the 
Molo 
Area 
Education 
Officer; 
a 
questionnaire 
and 
an 
opinionnaire 
for 
pupils 
and 
teachers 
respectively. 


In 
data 
analysis, 
the 
Statistical 
Method 
was 
employed. 
ReIative 
Frequency 
distri 
butions, 
Frequency 
Polygons 
and 
the 
mean 


scores 
of 
the 
t.ests 
given 
in 
the 
four 
subjects 
were 
given. 
The 
data 
analysis 
showed 
that 
the 
two 
schools 
which 
speak 
English 
exclusively 
in 
the 
school 
compound 
performed 
better 
in 
the 
four 
subjects 
tested 
than 
the 
other 
tvio 
that 
don't. 
Recommendations 
on 
how 
to 
improve 
the 
existing 
situation 
were 
also 
made. 



CHAPTER 
ONE 


1.0 
INTRODUCTION 
In 
the 
Kenya 
Cedi 
ficete 
of 
Pr 
iner 
y 
Educs 
tion 
(K. 
C. 
P. 
E>. 
Engl 
ish, 
which 
comprises 
the 
grammsr-and 
composi 
tion 
papers, 
is 
one 
of 
the 
worst 
performed 
subjects. 
As 
expected, 
this 
has 
caused 
5 
lot 
of 
concern 
especially 
3~on8 
educationists. 


This 
concern 
is 
justified 
considering 
that 
English 
is 
the 
medium 
of 
instruction 
in 
all 
the 
other 
subjects 
sav 
e 
Kiswahili. 
The 
implication 
is 
that 
proficiency 
in 
English 
may 
mean 
the 
difference 
between 
comprehension 
and 
non-comprehension 
of 
the 
material 
taught 
and 
consequently 
affect 
the 
level 
of 
performance 
in 
the 
entire 
K.C.P.E 
examination. 
Take 
as 
an 
example 
a 
subject 
like 
history. 
A 
student 
':lhose 
language 
proficiency 
is 
very 
low 
has 
two 
tesks, 
Ooe, 
to 
grapple 
vJi 
th 
the 
language 
of 
instruction 
and 
two, 
to 
grasp 
the 
material 
itself. 
It 
51=0 
means 
that 
those 
whose 
primary 
school 
education 
is 
terminal 
(unfortunately 
they 
are 
the 
majority) 
are 
not 
"Jell 
equipped 
with 
a 
wor 
king 
!~nowledge 
of 
the 
English 
laogu~8e. 


This 
state 
of 
affairs 
has 
necessi 
tated 
various 
scholars 
to 
conduct 
researches 
intended 
to 
unearth 
the 
root 
causes 
of 
this 
sorry 
phenomenon. 
From 
these 
researches. 
many 
factors 
have 
reared 
their 
heads 
up 
some 
of 
which 
have 
briefly 
been 
mentioned 
below. 
There 
is 
a 
severe 
lack 
of 
adequate 
and 
appropriate 
textbooks. 
Libraries 
are 
virtually 
non-existent 
and 
the 
constant 
change 
of 



2 


text 
books 
by 
the 
Ministry 
of 
Education 
leaves 
the 
teachers 
er.d 
the 
parents 
in 
a 
quandary 
regarding 
which 
books 
are 
best 
for 
the 
students. 


CI 
assroom 
observa 
tions 
have 
proved 
the 
t 
thE: 
met 
hods 
used 
by 
some 
English 
teachers 
to 
deliver 
the 
coods 
leave 
:9 
lot 
t.o 
be 
desired. 
This 
pr 
ob 
l 
ern 
is 
not 
confined 
In 
»n+r 
et 
ne 
d 
t 
eechers 
alone. 
Concomitont 
vrit.h 
this 
is 
the 
fs 
c 
t 
that. 
English 
epp 
eer 
s 
to 
be 
taught. 
in 
:'I 
Tn11ti.l311y 
exclusive 
'rJay. 
That 
is, 
it 
is 
not 
taught. 
across 
the 
curri 
cuI 
urn. 
Hence, 
the 
geography 
teacher 
for 
ins 
tance 
thinks 
that 
English 
is 
the 
exclusive 
business 
of 
the 
English 
language 
teacher 
and 
does 
not 
bother 
to 
correct 
grammatical 
errors 
promptly 
when 
they 
are 
made 
in 
his 
geography 
class. 


\~hen 
this 
researcher 
'.]3S 
recently 
giving 
private 
tuition 
to 
some 
standard 
seven 
pupils, 
she 
discovered 
that 
the 
language 
of 
examinatiori 
also 
poses 
a 
big 
problem 
and 
especially 
in 
the 
rural 
areas 
where 
most 
students 
do 
not 
have 
adequate 
exposure 
to 
the 
English 
language. 
As 
this 
was 
during 
a 
school 
holiday, 
the 
tuition 
group 
consisted 
of 
students 
from 
urban 
schools 
and 
those 
from 
the 
local 
one 
(rural). 
The 
researcher 
discovered 
that. 
t.he 
students 
from 
urban 
schools 
had 
an 
edge 
over 
their 
rural 
counterparts, 
not 
necessarily 
because 
they 
knew 
the 
material 
better 
but 
because 
the 
language 
of 
examination 
did 
not 
pose 
a 
big 
problem 
to 
them. 
When 
questions 
and 
cho:i 
ces 
given 
wer 
e 
translated 
into 
the 
students' 
first 
language 
(Gikuyu), 
the 
rural 
ones 
fared 
as 
well 
as 
their 
urban 
counterparts. 



3 


Here 
then 
was 
the 
Aeed 
~. 
this 
rese3rch. 
The 
researcher 
feels 


that 
spe'3king 
English 
regula!ly 
(as 
is 
the 
case 
with 
most 
urban 


i 


students) 
is 
an 
important 
aspect 
of 
the 
forementioned 
exposure 
to 
the 
English 
language. 
It 
is 
as 
a 
resul 
t 
of 
this 
conviction 
that 
she 
decided 
to 
in'JesUS,ate 
whe 
the 
r 
speaking 
English 
exclusively 
in 
the 
school 
compound 
necessarily 
improves 
performance 
in 
the 
Eriglish 
paper 
and 
in 
the 
subjects 
taught 
and 
tested 
in 
English. 


1. 
1 
STATH1ENT 
OF 
THE 
PROBLEM 
This 
study 
aims 
at 
investigating 
the 
effect 
of 
speaking 
English 
exclusively 
in 
the 
school 
compound 
on 
performance 
in 
English 
as 
B 
subject 
and 
on 
the 
subjects 
taught 
and 
tested 
in 
English. 
That 
is, 
does 
ample 
opportunity 
to' 
use 
English 
communicati 
vely 
have 
any 
bearing 
on 
performance 
in 
the 
English 
paper 
and 
in 
the 
subjects 
whose 
medium 
of 
instruction 
and 
testing 
is 
the 
English 
language? 


Ample 
opportuni 
ty 
in 
this 
research 
is 
tak 
en 
to 
mean 
using 
English 
as 
the 
only 
language 
of 
communication 
in 
the 
school 
compound. 
Such 
a 
sit 
ue 
tion 
is 
real 
ized 
on 
ly 
if 
the 
school 
administration 
imposes 
a 
strict 
regulation 
governing 
the 
language 
policy 
of 
the 
school. 
Severe 
penalties 
are 
visited 
upon 
those 
who 
flout 
this 
regulation. 
The 
q 
ue 
s 
t 
ion 
at 
stake 
here 
is 
wh 
e 
th 
er 
this 
poliCy 
has 
any 
ped'3gogical 
value. 
Do 
the 
children 
exposed 
to 
th.is 
policy 
outperform 
their 
counterparts 
who 
are 
not? 
Answering 
this 
is 
the 
crux 
of 
this 
research. 



4 


1.2 
SIGNIFICANCE 
OF 
STUDY 
English 
is 
not 
only 
important 
bec.:ll.'se 
it 
is 
examinable 
at 


K.C.P.E. 
but 
also 
because 
it 
is 
aservtce 
subject 
in 
the 
school 
curriculum. 
: 
Thus, 
it 
is 
used 
as 
an 
instructional 
language 
in 
almost. 
all 
the 
subjects 
studied. 
It 
is 
assumed 
that 
a 
student 
who 
has 
good 
mastery 
of 
English 
wou 
ld 
be 
wel 
l 
placed 
t.o 
understand 
other 
subjects 
on 
the 
curriculum. 
That 
is 
to 
say, 
the 
language 
policy 
of 
a 
particular 
school 
may 
be 
a 
determining 
variable 
for 
the 
~xtent 
to 
~ich 
thi_ 
mastery 
of. 
language 
will 
be 
achieved. 
Schools 
that 
emphasize 
the 
use 
of 
English 
in 
the 
school 
compound 
(hereaf 
ter 
referred 
to 
as 
'Type 
A 
') 
are 
I 
tkely 
to 
be 
different, 
perf 
ormanc 
ewi 
se, 
from 
those 
whos 
e 
children 
only 
encounter 
it 
in 
the 
cIessr 
ootn 
(henceforth 
called 
'Type 
8').The 
implication 
is 
that 
lacr. 
of 
the 
said 
mastery 
of 
proficiency 
may 
be 
the 
cause 
of 
mass 
failures 
in 
primary 
school 
examinations.' 


As 
is 
well 
known, 
the 
government 
spends 
a 
colossal 
amount 
of 
money 
on 
education 
and 
when 
so 
many 
students 
end 
up 
failing, 
that 
money 
goes 
down 
the 
dr 
sin 
. 
Finding 
the 
cause 
of 
this 
problem 
is 
therefore 
of 
paramount 
and 
national 
importance. 
Further 
still, 
this 
study 
will 
provide 
a 
basis 
for 
further 
research 
in 
this 
area 
which 
might 
in 
turn 
lead 
to 
policy 
formulation 
resarding 
the 
medium 
of 
communication 
in 
schools. 



5 


1.3 
OBJECTI 
VES 
OF 
STUDY 
The 
study 
came 
up 
with 
two 
objectives 
which 
are: 


1. 
To 
find 
out 
the 
diff~rence 
between 
the 
performance 
in 
English 
of 
pupils 
who 
speB~ 
English 
exclusively 
in 
the 
school 
compound 
and 
that 
of 
those 
who 
only 
encounter 
it 
in 
the 
classroom, 
2, 
To 
find 
out 
the 
relationship 
between 
the 
same 
variable 
and 
performance 
in 
subjects 
taught 
and 
tested 
in 
English, 


1.4 
HYPOTHESES 
This 
study 
made 
two 
assumptions, 
They 
are: 


1. 
There 
is 
a 
correlation 
between 
exclusive 
use 
of 
English 
in 
the 
d 


school 
compound 
and 
performance 
in 
the 
English 
paper, 


2. 
There 
is 
a 
correlation 
between 
exclusive 
use 
of 
English 
in 
the 
school 
compound 
and 
performance 
in 
the 
subjects 
taught 
and 
tested 
in 
the 
English 
language, 
1.5 
LIMITATION 
OF 
STUDY 
Due 
to 
temporal 
and 
financial 
constraints, 
the 
study 
dealt 
v.7i 
th 
a 
sample 
of 
four 
schools, 
all 
IOC03t'?d 
in 
the 
Holo 
.To\Vf1Zone 
of 
Nak 
ur 
u 
District. 
Two 
of 
these 
,oJere 
of 
'Type 
A' 
while 
the 
other 


t 


twc 
'.-Jet-e 
of 
'Type 
8', 
Only 
par 
t 
of 
the 
standard 
six 
class 
was 
examined 
in 
eech 
school, 


( 


\ 



68 


The 
researcher 
would 
recommend 
a 
wider 
and 
more 
comprehensive 
study 
if 
a 
picture 
represent3tive 
of 
the 
whole 
country 
were 
to 
be 
depicted. 
It 
must 
be 
noted 
hcwe 
ver 
, 
that 
setting 
many 
'Type 
A' 
schools 
would 
be 
difficult 
since 
most 
schools 
advocate 
the 
use 
of 
either 
English 
or 
Kiswahili. 


1.6 
DEFINITION 
OF 
TERMS 
1.' 
Adequate/inadequate 
e"posure 
-herein 
refers 
to 
the 
amount 
of 
contact 
with 
English 
one 
has, 
be 
it 
in 
the 
spoken 
or 
written 
forms. 
It 
is 
adequate 
if 
an 
individual 
can 
use 
it 
to 
perform 
average 
or 
above 
aVE.'rage 
tasks. 
Otherwise 
it 
is 
in3dequate. 


2. 
Cor-r 
eLe 
t 
ion 
mutual 
relationship 
<Note: 
It 
is 
not 
carried 
to 
the 
extent· 
of 
statistically 
determining 
the 
actual 
measure 
of 
the 
strength 
of 
the 
relationship 
b~tw~en 
the 
two 
variables 
under 
investigation). 
3. 
In-school 
linguistic 
environment-the 
language 
used 
by 
students 
and 
teachers 
while 
in 
the' 
school 
compound. 
4. 
Language 
Proficiency 
-refers 
to 
the 
degree 
of 
skill 
with 
which 
3 
person 
can 
use 
a 
lang. 
3ge, 
such 
as 
how 
well 
a 
person 
can 
read, 
write~ 
speak 
or 

6b 


5. 
6. 
Opinionnaire 
Performance 
-
-
understand 
a 
language. 
3 
set 
of 
questions 
used 
to 
survey 
respondents' 
opinions 
or 
attitudes 
towards 
something. 
the 
accomplishment 
of 
an 
activity 
or 
task 
be 
it 
in 
the 
written 
or 
oral 
form. 
7. 
School 
language 
policy 
-the 
language(s) 
school 
authority 
school 
compound. 
prescribed 
by 
the 
for 
pupils 
in 
the 



CHI\PTER 
TWO 


2.0 
LITERATURE 
REVIEW 
AND 
THEORETICAL 
FRAMEWORK 
2.1 
LITERATURE 
REVIEW 
Much 
has 
been 
said 
about 
the 
medium 
of 
instruction 
in 
primary 
schools 
and 
various 
recommendations 
have 
been 
made. 
For 
example, 
the 
Ministry 
of 
Education 
stipulates 
that 
local 
vernaculars 
should 
be 
used 
as 
the 
medium 
of 
instruction 
from 
standard 
one 
to 
three 
1n 
areas 
that 
are 
predominantly 
occupied 
by 
one 
ethnic 
group. 
In 
ur 
ban 
areas, 
Ki 
sweh 
il 
i 
and 
English 
should 
be 
used 
right 
from 
standard 
one. 
English 
is 
supposed 
to 
be 
used 
throughout 
the 
country 
from 
standard 
four 
onwards. 


The 
medium 
of 
communication, 
howev 
er 
, 
has 
not 
enjoyed 
the 
same 
wi 
de 
coverage. 
To 
date, 
there 
is 
no 
ministerial 
policy 
that 
governs 
what 
htnguages 
should 
be 
used 
for 
communication 
in 
the 
school 
compound. 
It 
is 
left 
upon 
indi 
vidual 
schools 
to 
determine 
their 
in-school 
linguistic 
policy. 
This 
is 
v7ith 
the 
resul 
t 
that 
there 
are 
those 
that 
have 
effected 
the 
exclusive 
use 
of 
English, 
those 
that 
eLlow 
only 
English 
and 
lor 
Kiswahili 
and 
those 
that 
don't 
have 
any 
language 
restrictions 
whatsoever. 


The 
1979 
Handbook 
of 
the 
Keny 
a 
lnsti 
tute 
of 
Education 
CK.I. 
E) 
entit 
l 
ed 
"Language 
Teaching 
and 
Use 
in 
Primary 
Schools" 
has 
the 
foLlovri 
ng 
general 
ob 
j 
ec 
tives 
of 
teaching 
English. 
By 
the 
end 
of 
the 
prim3ry 
course 
the 
oupil 
will 
have: 
1) 
acquir9d 
~pe~king 
skills 
to 
enable 
him 
to 
use 
correct 



8 


pronunciation, 
stress 
and 
intonation 
so 
that 
his 
speech 
is 


understood. 


2) 
acquired 
reading 
skills 
to 
enable 
him 
to 


(a) 
read 
and 
understand 
instructions 
and 
information. 
Cb) 
read 
widely 
for 
pleasure. 
3) 
acquired 
writing 
skills 
to 
enable 
him 
to 
express 
his 
ideas, 
legibly 
and 
intelligently 
in 
wr 
I 
tten 
English. 
To 
achieve 
these 
objectives, 
the 
students 
need 
maximum 
exposure 
to 
the 
language 
in 
the 
form 
of: 
class 
readers 
and 
other 


story 
book 
S, 
adequate 
and 
appropriate 
text 
books, 
broadcast 
programrr:es, 
interclass 
or 
in 
t 
erschool 
debs 
tes, 
trained 
teachers 
and 
a 
li!13Listically 
conducive 
situation 
wher 
e 
students 
use 
the 
English 
language 
for 
natural 
communication. 
Fa\·.'::::~~t(1968 
p.58') 
concurs 
viith 
this 
!"]henhe 
says, 


Less 
than 
I07. 
of 
pri 
mary 
school 
leavers 
getsecondary 
places. 
Clearly 
those 
whose 
exposure 
to 
English 
is 
the 
greatest 
stand 
the 
best 
chance 
and 
factors 
such 
as 
I.Q 
and 
diligence 
receive 
relatively 
less 
recognition. 


His 
idea 
of 
exposure 
to 
the 
English 
'lang388 
tallies 
,vith 
the 


above 
mentioned 
factors. 


Mwanzi 
(1979) 
says, 
"No 
section 
of 
the 
society 
should 
be 
allowed 
to 
be 
less 
exposed 
th3n 
another 
yet 
sit 
the 
same 
exam 
at 
the 
end 
of 
the 
cours~! 
The 
rese3rcher 
feels 
that 
giving 
the 
pupils 
the 
opportuni 
ty 
to 
use 
EnSlish 
for 
natural 
communication 
is 
an 
impor 
tan 
t. 
aspec 
of 
this 
e:-{posure. 
There 
is 
an 
implication 
that 
'Type 
B' 
schools 
are 
less 
exposed 
th3n 
the 
'Type 
A' 
ones. 



9 


Various 
schol3rs 
have 
stressed 
the 
importance 
of 
using 
language 
c 
omrnun 
ica 
tive 
ly 
if 
proficiency 
is 
to 
be 
nchieved. 
Mwanzi 


CIbid. 
) 
carried 
out 
a 
res 
ear 
ch 
that 
revealed 
tha 
t, 
" 
for 
a 
pupil 
to 
do 
well, 
he 
must 
have 
attained 
a 
certain 
level 
of 
fluency 
in 
English 
appropri3te 
to 
his 
cl~ss". 


Paulston 
<1974-p.72) 
found 
out 
that 
children 
do 
not 
seem 
to 
learn 
language 
well 
if 
it 
is 
only 
taught 
as 
a 
subject 
matter 
with 
second 
language 
t 
e 
c 
hn 
ique 
s 
. 
"Unless 
a 
child 
understands 
and 
can 
use 
a 
language 
to 
communic3te 
he 
will 
not 
·gain 
proficiency 
in 
that 
language. 
l.fkewi 
se 
, 
Rivers 
(1983 
p. 
4-7> 
says 
that 
students 
should 


II 


""'--


be 
8i 
ven 
the 
c 
h 
snc 
e 
to 
use 
langu3ge 
for 
"the 
normal 
purposes 
of 
language" 
if 
proficiency 
is 
to 
be 
achiev 
..d. 
These 
according 
to 
her 
are: 


establishing 
social 
relations; 
seeking 
and 
giving 
information; 
expressing 
reactions; 
learning 
or 
teaching 
others 
to 
do 
something; 
hiding 
intentions; 
talking 
their 
WBY 
out 
of 
trouble; 
persuading; 
di 
scour 
eg 
Ing 
; 
entertaining 
others; 
sharing 
leisure 
activities;. 
displaying 
achievements; 
acting 
out 
social 
roles; 
discussing 
ideas 
and 
playing 
with 
language 
for 
the 
fun 
of 
it. 


She 
clarifies 
that 
this 
experi'?nce 
is 
not 
intended 
to 
replace 
the 
careful 
teaching 
of 
the 
language 
that 
is 
supplied 
by 
the 
teachers 
but 
to 
expand 
it 
with 
regJlar 
and 
frequent 
opportunities 
for 
autonomous 
interaction. 
In 
accord:mce 
th 
this, 
it 
would 
appear 


\·J1 


that 
'Type 
A' 
schools 
are 
better 
placed 
in 
their 
language 
use 
since 
they 
avail 
opportunities 
to 
use 
the 
English 
language 



10 


/ 


communicatively. 


Johnson 
and 
Krug 
(19[10) 
also 
concur: 
vJith 
Rivers. 
In 
their 
study 
involving 
72 
students 
carried 
out 
at 
Southern 
Illinois 
University, 
they 
found 
a 
significant 
corr 
el 
et 
iori 
<0.34) 
between 


proficiency 
in 
English 
and 
the 
amount 
of 
time 
spent 
speektng 
and 
listening 
to 
English. 
A 
simi 
lar 
study 
viith 
similar 
resul 
ts 
was 
that 
carried 
out 
by 
CerolI 
(1967). 
He 
studied 
the 
second 
language 
proficiency 
of 
Arne 
r 
ican 
College 
seniors 
and 
d1scovered 
a 
strong 
relationship 
between 
perform3nce 
and 
time 
spent 
in 
an 
environment 
rich 
in 
interaction 
in 
the 
second 
langue.ge. 
Performance 
was 
even 
better 
when 
English 
was 
spoken 
both 
at 
home 
and 
in 
the 
college. 


In 
a 
research 
carried 
out 
by 
Hemphill 
in 
1969 
here 
in 
Kenya, 
schools 
which 
used 
English 
exclusively 
except 
in 
mother 
longue 
and 
Kiswahili 
periods 
were 
found 
to 
have 
a 
very 
high 
standard 
of 
English. 
'This 
was 
due 
to 
a 
definite 
policy 
on 
the 
port 
of 
the 
school 
administrators 
who 
in 
turn 
were 
pressurized 
by 
the 
parents 
to 
equip 
the 
students 
with 
the 
best 
possible 
command 
of 
English. 
The 
researcher 
sought 
therefore 
to 
find 
out 
whether 
what 
Hemphill 
found 
to 
be 
the 
case 
in 
1969 
still 
holds 
true 
today 
especially 
bearing 
in 
mind 
that 
most 
of 
the 
schools 
that 
used 
English 
exclusively 
at 
that 
time 
were 
those 
formally 
reserved 
for 
Europeans 
on1y. 
Needless 
to 
say, 
these 
schools 
had 
better 
facili 
ties, 
teachers 
and 
crop 
of 
students. 
This 
then 
could 
go 
a 
long 
vl8y 
in 
explaining 
why 
their 
English 
\·13S 
milch 
better 
than 
that 
of 
their 
counterparts. 
This 
research 
was 
different 
in 
that 
it 



11 


sampled 
schools 
that 
are 
at 
par, 
save 
for 
the 
fact 
that 
two 
are 
of 


'Type 
A' 
whil.e 
the 
other 
to..lO 
are 
of 
'Type 
8'. 
(see 
details 
in 
the 
sampling). 
Secondly 
this 
study 
sought 
to 
find 
out 
if 
there 
is 
any 
correlation 
between 
what 
Hemphill 
called 
high 
standard 
of 
English 
and 
exclusive 
speaking 
of 
the 
language 
in 
the 
school 
compound. 


Omulando 
(master's 
thesis) 
also 
has 
a 
contribution 
.to 
make. 
He 
investigated 
the 
language 
habi 
t.s 
of 
students 
and 
the 
effect 
this 
had 
on 
performance. 
He 
concluded 
that 
those 
students 
who 
used 
English 
exclusively 
in 
talking 
t.o 
other 
pupils 
registered 
better 
performance' 
in 
almost 
all 
the 
subjects 
\ested. 
There 
are 
glaring 
differences 
between 
Omulando's 
study 
and 
this 
one 
both 
in 
sampling 
and 
methodCilogy. 
To 
start 
tvith, 
Omulando 
examined 
standard 
seven 
pupils 
whil 
e 
t.his 
research 
dealt 
wi 
th 
standard 
six 
children 
only. 
Secondly, 
this 
.study 
looked 
at 
four 
schools 
all 
located 
in 
the 
same 
semi-urban 
area. 
As 
mentioned 
earlier, 
these 
schools 
are 
the 
same 
except 
in 
the 
variable 
under 
investigation. 
On' 
the 
other 
hand, 
Omulando's 
study 
compares 
urban 
and 
rural 
areas, 
developed 
and 
underdeveloped 
rural 
areas 
and 
low 
and 
high 
cost 
schoo'l 
s 
. 
Thirdly 
while 
his 
tests 
were 
In 
Geosre.phy, 
Heal 
th 
Science 
end 
Mathematics, 
those 
of 
this 
study 
are 
in 
English, 
Geography, 
History 
and 
C.R.E, 
all 
of 
which 
need 
much 
language 
use. 


As 
regards 
methodology, 
Omuland~ 
gave 
the 
same 
tests 
in 
three 
languages: 
English, 
kisW3hili 
and 
Vernacular. 
He 
then 
compared 
the 
perfor-mance 
in 
the 
languages 
in 
the 
various 
schools. 
His 
aim 
was 
to 
determine 
"'lhether 
the 
esse 
in 
ans\Jering 
the 
questions 
would 



12 


vary 
from 
s 
ub] 
ec 
t 
to 
sub 
1ec 
t, 
school 
to 
school 
and 
language 
to 
language. 
Conversely, 
this 
study 
had 
011 
the 
tests 
in 
English. 
What 
was 
tested 
here 
is 
whe 
the 
r 
proficiency 
in 
the 
English 
language 
relates 
to 
performance 
in 
the 
English 
paper 
and 
in 
the 
subjects 
taught 
and 
tested 
in 
English. 
(see 
details 
in 
methodology) 
. 


To 
investigate 
the 
language 
habits 
of 
the 
students, 
Omulando 
used 
a 
questionnaire. 
He 
did 
not 
supervise 
the 
exercise 
and 
it 
was 
carried 
out 
wi 
thout 
the 
classroom. 
He 
encouraged 
the 
students 
to 
consul 
t 
other· 
people 
before 
filling 
it 
in. 
While 
using 
the 
same 
instrument 
for 
the 
same 
purpose, 
this 
study 
discovered 
that 
some 
students 
did 
not 
~ive 
accurate 
information. 
This 
was 
discovered 
by 
cross-examining 
the 
pupils 
after 
they 
hod 
completed 
the 
exercise 
(it 
was 
strictly 
supervised 
and 
no 
consultations 
were 
allowed 
even 
among 
the 
students 
themselves). 
For 
impressionistic 
purposes, 
some 
falsely 
said 
that 
they 
speak 
English 
most 
of 
the 
time 
while 
others, 
for 
fear 
of 
being 
singled 
out 
to 
perform 
B 
task 
in 
front 
of 
the 
class, 
said 
that 
they 
did 
not 
use 
it 
much. 


The 
conclusion 
that 
students 
who 
use 
English 
exclusively 
when 
talking 
to 
other 
student 
performed 
better 
on 
the 
strength 
of 
a 
questionnaire 
seems 
flimsy 
and 
questionable. 
This 
researcher 
only 
used 
the 
information 
thus 
gained 
to 
counteract 
what 
would 
otherwise 
have 
been 
an 
intervening 
variable. 
(students 
from 
'Type 
8' 
schools 
who 
used 
English 
extensively 
outside 
the 
school 


compound) 
. 



13 


Let 
us 
now 
look 
e 
t 
dLs 
senting 
s 
tudles, 
That 
is, 
those 
that 
attest 
to 
the 
fact 
that 
using 
English 
communicatively 
has 
minimal 
pedagogical 
velue. 
To 
ensure 
tha 
t 
Eng1ish 
is 
the 
only 
language 
spoken 
in 
the 
school 
cornpound 
, 
many 
school 
s 
use 
the 
"moni 
tor" 
system. 
This 
normally 
involves 
the 
giving 
of 
an 
object 
(could 
be 
a 
piece 
of 
wood 
or 
a 
coin) 
to 
anybody 
•...ho 
speaks 
anything 
but 
English. 
The 
offenders 
are 
punished 
at 
the 
end 
of 
the 
day. 
According 
to 
Hemphill 
(QP.. 
cit.) 
this 
system 
was 
opposed 
by 
some 
headmasters 
who 
felt 
that 
the 
whole 
idea 
tended 
to 
discourage 
the 
social 
development 
of 
children 
who 
were 
not 
permitled 
to 
express 
themselves 
naturally. 
Another 
critic 
of 
the 
system 
is 
Gorman 
(1968). 
He 
says" 
although 
this 
practice 
is 
widespread 
it 
can 
not 


be 
justified 
on 
pedagogical 
grounds." 
The 
implication 
here 
is 
that 
speaking 
English 
in 
the 
school 
compound 
has 
no 
bearing 
on 
performance. 
By 
comparing 
the 
two 
types 
of 
schools, 
this 
study 
was 
supposed 
to 
find 
out 
if 
Hemphill 
and 
Gorman 
are 
right 
in 
their 
assertions. 


Krashen 
and 
SelIger 
(1':176 
P.152) 
and 
Kreshen 
, 
Seliger 
and 
Hartnett(1974) 
claim 
that 
v,h'?n 
the 
effect 
.of 
'exposure' 
and 
formal 
instruction 
are 
compared, 
it 
is 
reliably 
the 
case 
that 
more 
instruction 
means 
higher 
proficiency 
while 
more 
exposure 
does 
not 
necessarily 
mean 
more 
proficiency 
in 
English 
as 
a 
second 
languBge. 
Exposure 
was 
defined 
as 
how 
much 
English 
the 
student 
said 
he 
spoke 
everyday 
(on 
a 
scale 
of 
1 
to 
10). 
This 
wes 
proven 
by 
t•..,o 
studies. 
In 
one, 
only 
six 
out 
of 
f 
our 
t 
een 
sub 
iect 
s 
showed 
higher 
ranking 
than 
those 
\·lith 
less 
exposur= 
. 
In 
the 
sec 
ond 
one, 
only 
ten 
out 
of 



14 


twenty 
one 
did 
better. 
From 
this, 
they 
concluded 
that 
exposure 
has 
no 
consistent 
effect 
on 
second 
language 
profiCiency. 
It 
is 
believed 
that 
self 
appraisal 
information 
is 
hardly 
reliable. 
People 
tend 
to 
make 
themselves 
better 
than 
they' 
actually 
are. 
Therefore 
this 
study 
used 
an 
app~oach 
that 
would 
directly 
measure 
the 
pupils' 
performance, 
giving 
everyone 
an 
equal 
chance 
to 
expres~ 
themselves. 


Mur 
ak 
emi 
et. 
~ 
(980) 
found 
no 
relationship 
be 
tween 
speaking 
and 
second 
language 
proficiency 
as 
measured 
by 
dictation 
and 
a 
cloze 
-type 
grammar 
test. 
He 
carried 
out 
his, 
research 
at 
Southern 
Illinois 
University, 
In 
Sweden, 
Ekstrand 
(1976) 
also 
arrived 
at 
a 
similar 
conclusion. 
This 
may 
have 
been 
true 
because 
of 
the 
nature 
of 
the 
test. 
Hence 
our 
study 
for 
Eng 
lish 
was 
.mor-e 
exhaustive 
and 
also 
tested 
the 
use 
of 
the 
language 
in 
other 
subjects. 
This 
study 
thus 
sought 
to 
find 
out 
where 
the 
truth 
lies 
in 
the 
midst 
of 
the 
conflicting 
stands 
regarding 
the 
pedagogical 
relevance 
of 
spea~ing 
English 
excll\siv~ly 
in 
the 
school 
compound. 


Regarding 
whether 
there 
is 
a 
relationship 
between 
proficiency 
in 
English 
and 
performance 
in 
the 
subjects 
taught 
and 
tested 
in 
English, 
Criper 
and 
Davies 
(1977 
p. 
102) 
have 
this 
to 
say: 


I 
t 
is 
essent 
La 
I 
that 
there 
be 
no 
mixing 
or 
confusion 
between 
a 
chi! 
d 
having 
the 
es 
sent 
f 
a 
l 
: 
linguistic 
knowledge 
(competence) 
and 
making 
use 
of 
it 
in 
some 
particular 
way. 
(performance). 


They 
then 
elaborate 
(p, 
103) 



15 


Thus 
the 
ability 
to 
master 
specific 
language 
skills 
and 
use 
them 
correctly 
in 
English 
exercises 
and 
in 
debates 
does 
not 
necessarily 
mean 
that 
a 
pupil 
is. 
able 
to 
understand 
other 
subjects 
and 
score 
highly 
in 
them. 
It 
may 
simply 
mean 
that 
his 
special 
aptitude 
is 
in 
language. 


This 
study 
sought 
to 
find 
out 
how 
true 
these 
assertions 
are 
in 
the 


Kenyan 
si 
tuation. 
That 
is 
!dhy 
it 
included 
performance 
in 
three 


subjects: 
History, 
Geography 
and 
Christian 
Religiou~ 
Education. 


2.2 
THEORETICAL 
FRAMEWORK 
This 
research 
falls 
under 
the 
broad 
area 
of 
Applied 
Linguistics 
which 
El 
s 
§:!~ 
~ 
(1978) 
def 
ine 
as 
the 
learning 
and. 
teaching 
of 
second 
and 
foreign 
languages. 
There 
are 
m~ny 
and 
diverse 
theories 
of 
language 
learning 
.The 
one 
adopted 
in 
this 
study 
is 
that 
of 
Second 
Language 
Acquisition 
proposed 
by 
Krashen 
(1982). 
Under 
this 
theory, 
he 
has 
the 
tor 
Model 
wh 
ich 
can 
be 
considered 
as 
a 
sub-

t'loni

theory. 
It 
distinguishes 
t\·JO 
distinct 
processes 
in 
second 
and 
foreign 
language 
development 
and 
use. 
One 
is 
called 
acquisi 
tion 
and 
the 
other 
learning. 


Acquisi 
tion 
is 
the 
"natural" 
way, 
paralleling 
first 
language 
development 
in 
children. 
It 
refers 
to 
an 
unconscious 
process 
that 
involves 
naturalistic 
development 
of 
language 
proficiency 
through 
understanding 
language 
and 
through 
using 
it 
for 
meaningful 
communication. 
Krashen 
says 
that 
acquirers 
have· 
a 
feel 
for 
correctness. 
Thus, 
s 
t 
r 
uc 
tur 
e 
s 
either 
feel 
right 
or 
wrong 
even 
when 
the 
acquirer 
does 
not 
know 
what 
rule 
h35 
been 
violated. 
He 
equates 



16 


acquisition 
to: 
implicit 
learning, 
t 
nf 
or 
maI 
learning 
and 
natural 
learning. 
For 
the 
purpose 
of 
this 
study, 
it 
was 
assumed 
that 
'Type 
A' 
schools 
create 
a 
s 
t 
tua 
tion 
in 
which 
the 
pupil 
s 
acquire 
language 
while 
practising 
what 
they 
ho 
ve 
been 
tausht. 


'Learning', 
he 
takes 
to 
mean 
a 
process 
in 
which 
conscious 
rules 
about 
the 
forms 
of 
a 
language 
and 
the 
ability 
to 
verbalize 
this 
knowledge. 
He 
sees 
f 
or 
rns 
I 
teaching 
as 
being 
necessary 
if 
learning 
is 
to 
occur. 
It 
ttl'.1S 
fol 
l 
ows 
that 
correction 
of 
errors 
helps 
wi 
th 
the 
developmen 
t. 
of 
learned 
rules. 
In 
a 
la 
ter 
work, 
(1988), 
he 
argues 
that 
bot 
h 
,cquisition 
and 
learning 
contribute 
to 
different 
aspects 
of 
second 
language 
competence. 
They 
are 
therefore 
complementary. 
The 
researcher 
prefers 
this 
l 
a 
tter: 
stand 
of 
Krashen's, 
since 
she 
believes 
that 
learning 
(what 
tekes 
place 
in 
the 
classroom 
formally> 
and 
acquisition 
(using 
language 
communicatively 
in 
natural 
settings) 
are 
both 
essential 
in 
developing 
language 
proficiency. 
This 
seems 
to 
favour 
our 
'Type 
A' 
schools 
;exclusive 
learning 
is 
the 
norm 
for 
'Type 
B' 
schools. 


There 
are 
two 
in 
terrel 
ated 
approaches 
to 
language 
teachi 
ng 
associated 
"lith 
this 
theory, 
One 
of 
them 
is 
the 
Communicative 
Approach 
of 
which 
Howatt(1984 
P.279) 
says: 


The 
Communicative 
Approach 
has 
become 
more 
or 
less 
the 
standard 
practice 
in 
the 
last 
ten 
years 
and 
stresses 
the 
importance 
of 
providing 
learners 
wi 
th 
opportuni 
ties 
to 
use 
their 
English 
for 
communicative 
purposes 
and 
characteristically 
attempts 
to 
integrate 
such 
activities 
into 
a 
wide 
programme 
of 
languoge 
teaching 
..... 


Krashen's 
Second 
Language 
Acquisition 
Theory 
was 
considered 
relevant 
to 
this 
study 
because 
of 
its 
claim 
that 
using 
language 
communicatively 
leads 
to 
proficiency. 
The 
implication 
is 
thet 



17 


'Type 
A' 
schools 
are 
likely 
to 
acquire 
pr 
o 
f 
lc 
ienc 
y 
faster-than 
their 
counterparts 
since 
the 
former 
have 
ample 
opportunity 
to 
use 
language 
communicatively. 
By 
comparing 
the 
two 
types 
of 
schools, 
this 
study 
sought 
to 
find 
out 
if 
the 
advocated 
proficiency 
would 
have 
any 
bearing 
on 
the 
individual's 
performance 
in 
school 
subjects. 



CHAPTER 
THREE 


3,0 
METHODOLOGY 
/ 


3,1 
SAMPLE 


Four-schools 
in 
the 
11010 
Town 
Zone 
I,}ere 
utilized, 
Two 
of 
these 
wer 
e 
of 
"Type 
A" 
(those 
that 
speak 
English 
exclusively 
in 
the 
school 
compound) 
and 
the 
other 
two 
we 
r 
e 
of 
"Type 
B" 
(those 
that 
only 
encounter 
it 
in 
the 
classroom), 
They 
are 
all 
in 
a 
sub-urban 
setting, 


The 
schools 
wer 
e 
chosen 
from 
the 
same 
area 
50 
the 
t 
fac 
tors 
like 
facilities, 
location 
of 
school 
and 
calibre 
of 
teachers 
would 
not 
be 
extreneous 
variables, 
All 
the 
schools 
sampled 
lack 
adequate 
and 
appropriat.e 
text 
books, 
As 
many 
as 
five 
student.s 
sometimes 
share 
one 
English 
text 
book, 
The 
recommended 
K, 
1. 
E, 
b 
o 
ok 
s 
need 
supplementing 
but 
the 
schools 
claim 
that 
they 
do 
not. 
always 
have 
the 
money 
to 
buy 
the 
supplementar-y 
books 
recommended 
by 
the 
K,I,E, 
None 
of 
the 
schools 
has 
a 
library, 


As 
regards 
teachers, 
up 
to 
98% 
of 
them 
are 
trained 
in 
all 
the 
schools 
and 
those 
v~o 
are 
not 
are 
currently 
undergoing 
inservice 
courses, 
The 
four 
headmasters 
said 
that 
their 
schools 
were 
adequately 
staffed, 
The 
teachers 
do 
not 
organize 
remedial 
work 
or 
private 
tuition 
for 
the 
class 
the 
researcher 
was 
interested 
in. 



19 


The 
four 
are 
government 
schools. 
They 
share 
the 
same 
student 
catchment 
area 
(f 
ar 
rns 
sur 
round 
ing 
the 
town 
and 
the 
town 
i 
tsel 
f). 
They 
are 
all 
mixed 
day 
schools 
and 
50 
none 
of 
them 
has 
more 
study 
time 
as 
would 
be 
the 
case 
if 
a 
boarding 
school 
were 
sampled. 


Observation 
was 
focused 
on 
class 
six. 
This 
is 
because, 
as 
the 


K. 
I. 
E 
stipule.tes, 
-s 
tudents 
at 
this 
level 
should 
have 
a 
good 
mastery 
of 
English 
both 
in 
the 
wri 
Hen 
and 
spoken 
forms. 
Standard 
seven 
and 
eight 
were 
supposed 
to 
be 
busy 
preparing 
for 
K.C.P.E 
s6 
they 
were 
assumed 
to 
be 
unsuitable. 
The 
number 
tested 
per 
school 
was 
standardized 
to 
thirty. 
These 
were 
chosen 
randomly 
by 
casting 
lots. 
Small 
folded 
pieces 
of 
paper 
wr 
itten 
e 
it.her 
'one' 
or 
'tl'IO' 
were 
put 
in 
a 
box 
of 
chal 
k, 
mixed 
vigorously 
and 
students 
were 
tole! 
to 
pick 
one 
each. 
There 
wer 
e 
only 
thirty 
pieces 
marked' 
two' 
and 
the 
students 
who 
picked 
them 
were 
the 
ones 
tested. 
In 
the 
schools 
vii 
th 
more 
than 
one 
stream, 
an 
equal 
number 
of 
students 
was 
chosen 
to 
make 
thirty. 
The 
total 
number 
of 
the 
sample 
was 
120 
students. 


3.2 
INSTRU)ffiNTSOF 
DATACOLLECTION 
A 
number 
of 
research 
instruments 
vlere 
used 
for 
the 
investigation 
of 
various 
factors. 
These 
instruments 
were 
as 
described 
beIow: 



20 


(3) 
~omp-osi 
tiSln 
The 
students 
\-lrote 
3 
short 
composition 
of 
about 
one 
page 
of 
a 
fooLsce 
o 
on 
a 
given 
to 
p 
ic 
tak 
en 
from 
a 
past 
mock 
exam. 
The 
tODic 
gave 
the 
students 
ample 
opportunity 
to 
use 
most 
of 
the 
parts 
of 
spe~ch 
A.t~ntion 
was 
focused 
on 
tenses, 
vocabulary 
and 
sentence 
constructions 
when 
correcting 
the 
work. 
The 
K, 
I, 
E 
\,JaS 
consul 
ted 
in 
order 
to 
know 
the 
level 
of 
vocabvlarly 
appropriate 
. 
for 
class 
six. 
Mistakes 
like 
spellings 
and 
punctuations 
wer 
e 
not 
very 
important 
for 
the 
purpose 
of 
this 
study. 


(b) 
Divi~ional 
Mock 
Exams 
1n 
English. 
C.R.E, 
History 
and 
Geography 
,Items 
of 
analysis 
were 
questions 
taken 
from 
past 
mocks 
to 
check 
how 
much 
a 
candidate 
understood 
them 
languagewise. 
They 
were 
all 
rnul 
t 
ipIe 
cho 
ice 
items, 
They 
wer-e 
pi 
cked 
from 


papers 
ranging 
from 
1984 
to 
1989 
in 
order 
to 
avoid 
the 
possibility 
of 
a 
school 
having 
done 
an 
entire 
paper 
previously. 


In 
the 
English 
paper, 
aspects 
like 
tense 
and 
vocabularly 
vlere 
tested, 
In 
the 
other 
three 
subjects, 
the 
abili 
ty 
to 
understand 
the 
questions 
was 
tested. 
The 
questions 
were 
such 
that 
the 
students 
were 
likely 
to 
fail 
or 
get' 
an 
item 
right 
depending 
on 
'.·,hetheror 
no 
t 
they 
understood 
the 
wording 
of 
the 
i 
tern 
and 
choices 
given. 
Three 
control 
questions 
were 
given 
per 
subject 
and 
were 
aimed 
at 
testing 
the 
knowledge 
of 



22 


or 
her 
indi~idu~l 
opinion. 


(e) 
Interview 
An 
interview 
was 
held 
with 
the 
Area 
Educational 
Officer 
of 
~1olo 
in 
order 
to 
find 
out 
hOI'] 
the 
two 
types 
of 
schools 
used 
perform 
in 
nitional 
examinations. 
She 
was 
asked 
to 
give 
her 
opinion 
concerning 
the 
differences 
in 
performance 
by 
the 
schools 
utilized 
in 
the 
rese3rch. 


To 
administer 
the 
above 
instruments, 
it 
proved 
necessary 
to 
use 
one 
primary 
school 
teacher 
(doesn't 
belong 
to 
any 
of 
the 
four 
schools 
utilized) 
as 
a 
research 
assistant. 
He 
was 
also' 
used 
to 
help 
in 
the 
marking 
of 
the 
tests 
administered 
(exclusive 
of 
the 
composi 
tion 
wh 
ich 
Has 
handled 
by 
the 
researcher). 
He 
was 
provided 
with 
a 
marking 
scheme 
on 
the 
multiple 
choice 
items. 



Cfltif'TER 
FOUR 


The 
scores 
obtained 
by 
the 
students 
in 
the 
four 
schools 
and 
in 
the 
four 
sub1ects 
are 
t~bulated 
below 
in 
the 
form 
of 
Relative 
Frequency 
Dd 
s 
t.rLbu 
tiorrs 
. 
Th» 
percentages 
of 
tile 
students 
in 
the 
upper 
and 
lower 
thirds 
of 
the 
d 
is 
t 
r 
ibu 
ti 
on 
e 
r 
e 
also 
given.To 
differentiate 
the 
four 
schools, 
the 
labels 
"A," 
and 
"A:::"have 
been 
used 
to 
refer 
to 
the 
t.O,IO 
"Type 
A" 
school 
s 
wh 
iIe 
"8 
I" 
and 
"82" 
refer 
to 
the 
"Type 
8" 
schools. 


4.1 
RELATIVE 
FREQUENCY 
DfSrRIBUTIONS. 
n 
= 
number 
of 
students 
tested 
in 
a 
school 
-30 


f 
= 
frequency 
Proportion 
of 
f 
= 
fin 
Percentage 
of 
f 
= 
prop. 
of 
f 
x 
100 



35 


GRAPHIC 
REPRESENTATOli 
OF 
GE(X;RAPHY 
SCORFS 
<Derived 
from 
tables 
2.1 
-2.4) 


RELATIVE 
FREQUENCY 
POLYGON 
~-------j( 
35 
)( 
0-------0 
It. 
82 
30 
>u 
C 
<ll 
;:J0~ 
20 
o 
",'t. 
1'1\ 
" 
" 
01-----0 
OJ 
0' 
a-c 
<ll 
~ 
<ll 
Cl. 
10 
o 
10 
20 
30 
40 
50 
60 
70 
80 
05 
Scores 



40 


perc~es 
of 
Pupils 
in 
the 
botto~ 
thjrd 
(20 
and 
below) 


-1~ 
x 
100 
= 
33% 
_~ 
x 
100 
= 
4·3% 
30 
30 


~ 
x 
100 
= 
43% 
~x 
100 
= 
30% 
30 
30 


Combined 
Percentages 


A's 
33 
+ 
43 
2 
= 
38% 
B's 
43 
+ 
30 
2 
= 
36.5~t; 


--.2 
x 
100 
= 
17~, 
_3_ 
x 
100 
= 
10%, 
30 
30 


..JL 
x 
100 
= 
27% 
~x 
100 
= 
7% 
30 
30 


Combined 
Percentages 
A's 
17 
+ 
27 
7 
2 
= 
22% 


B's 
10 
+772 
= 
8.5% 
. 
Al 
and 
A:;.? 
have 
higher 
percentages 
of 
their 
pupils 
in 
the 
upper 
third 
than 
BI 
and 
82 
do 
while 
the 
former 
have 
lower 
percentages 
in 
the 
bottom 
third. 
Once 
again 
this 
can 
be 
said 
to 
mean 
that 
exclusive 
use 
of 
English 
contributed 
to 
getting 
higher 
scores 
in 
History. 



46 


Percentages 
of 
Puoils 
in 
the 
Upper 
third 
(45 
and 
above) 


_2_ 
x 
100 
= 
n. 
_1_ 
x 
100 
-= 
3% 
30 


...30 


_4_ 
x 
100 
= 
13% 
~x 
100 
= 
0% 
30 
30 


A's7 
+ 
13 
-;-2 
= 
10% 
B's 
3+0~2 
= 
1.5% 


~x 
100 
= 
57% 
~x 
100 
= 
73% 
30 
30 


~ 
y. 
100 
= 
47% 
~ 
x100 
= 
70% 
30 
30 


Combined 
Percenta~es 


A's 
57 
+ 
47 
2 
= 
52% 
B's 
73 
+70 
2 
= 
71.5% 
In 
Al 
and 
A2' 
the 
higher 
and 
lower 
percentages 
in 
the 
upper 
and 
Lower 
thirds 
respectively 
attest 
to 
the 
fact 
that 
exclusive 


LIse 
of 
English 
in 
the 
school 
compound 
helped 
in 
making 
better 
performance. 


lli!al 
if 
icati 
on. 


The 
term 
"high 
scores" 
has 
been 
used 
throughout 
this 
section. 
It 
means 
"4-5 
and 
above". 
This 
scale 
is 
used 
owing 
to 
the 
very 
low 
performance 
in 
general. 



57 


TABLE 
5.5 


4.3 
SUMMARY 
TABLE 
FOR 
THE 
MEANS 
8, 
ENGLISH 
39 
32 
37 
34 
GEOGRAPHY 
41 
37 
4-7. 
38 
HISTORY 
30 
28 
35 
28 
C.R.E 
24 
20 
26 
20 
TOTAL 
33.5 
29.3 
36.3 
30 
Combined 
Means 
A's 
33.5 
+ 
36.3 
8's 
29.3 
+ 
30 
7 
2 
2 
= 
= 
34.9 
29.7 
From 
the 
means 
obtained, 
it 
is 
evident 
that 
outperformed 
81 
and 
82 
in 
all 
the 
four 
subjects. 
clear 
indicator 
that 
spe 
sktng 
Engl 
ish 
exclusively 
compound 
leads 
to 
better 
performance 
in 
English 
in 
the 
subjects 
taught 
and 
tested 
in 
English. 
A, 
and 
A-:..~have 
This 
then 
is 
a 
in 
the 
school 
as 
a 
subject 
and 



CHAPTER 
FIVE 


5.0 
SUMMARY 
AND 
RECOMMENDATIONS 
That 
there 
is 
a 
relationship 
be 
t 
ween 
exclucive 
speaking 
of 
English 
in 
the 
school 
compound 
and 
performance 
in 
Engli.sh 
as 
a 
subject 
and 
in 
the 
subjects 
taught 
and 
tested 
in 
English 
is 
apparent 
from 
the 
data 
analysed 
in 
the 
previous 
chapter. 
This 
is 
because 
the 
two 
'Type 
A' 
schools 
have 
higher 
mean 
scores 
in 
all 
the 
subjects 
than 
the 
'Type 
8' 
ones. 
Also 
the 
Relative 
Frequency 
Distributions 
and 
Polygons 
indicate 
better 
performance 
by 
the 
former. 
Another 
interesting 
observation 
made 
is 
that 
63% 
of 
the 
total 
sample 
got 
more 
control 
questions 
right 
as 
compared 
to 
the 
questions 
whose 
tr 
ick 
vias 
in 
the 
language 
used. 
This 
observation 
is 
important 
considering 
that 
the 
control 
questions 
in 
total 
were 
only 
nine 
v)hile 
those 
testing 
language 
were 
twen 
ty 
one. 
This 
can 
be 
interpreted 
to 
mean 
that 
the 
language 
of 
examination 
hampers 
the 
understanding 
of 
the 
questions 
hence 
leading 
to 
poor 


performance. 
This 
was 
an 
opinion 
voiced 
by 
the 
teachers 
who 
filled 
in 
the 
opinionne 
ir 
e, 
(especially 
those 
from'the 
'Type 
8' 
schools). 
They 
fel 
t 
that 
the 
language 
of 
examinati 
on 
is 
no 
match 
for 
the 
little 
knowledge 
of 
English 
that 
the 
pupils 
are 
eqUipped 
with. 


The 
Area 
Education 
Officer 
(A.E.O) 
revealed 
that 
in 
the 
K.C.P.E, 
school 
A-z: 
has 
outperformed 
the 
other 
three 
in 
the 
last 
two 
years 
C1989 
and 
1990). 
B;;: 
and 
Al 
have 
ri 
vall 
ed 
each 
other 
closely 
with 
A, 
taking 
the 
upper 
hand 
in 
1989 
and 
B~ 
turning 
the 



59 


tables 
in 
1990. 
131 
has 
been 
8dIs 
tan 
tf 
our 
t 
h 
in 
both 
year-so 
In 
this 
research, 
A~ 
still 
took 
the 
lead. 
Al 
was 
a 
close 
second 
~lile 


B:z 
and 
81 
took 
the 
third 
and 
four 
th 
p 
l 
eces 
respec 
ti 
vel 
y. 
It 
appears 
then 
that 
the 
resul 
ts 
of 
the 
national 
exem 
and 
those 
of 
this 
research 
marry 
to 
a 
great 
e~tent. 


The 
A.E.O 
felt 
that 
schooJs 
in 
this 
erea 
genen.l1.ly 
perform 
rather 
poorly 
because 
of 
lack 
of 
cooperation 
from 
the 
par 
en 
t 
s. 
They 
do 
not 
buy 
their 
children 
all 
the 
required 
books 
nnd 
on 
time. 
They 
have 
not 
equipped 
the 
schools 
with 
eS5enti~l 
facililies 
like 
Lf 
br-arLes, 
workshops 
and 
teachers' 
houses. 
As 
a 
result, 
teachers 
tend 
to 
feel 
that 
the 
parents 
are 
not 
pley 
ing 
their 
part. 
This 
ill 
relation 
between 
the 
teacher 
and 
the 
Per 
er.t 
s 
Associat 
ion 
does 
not 
augur 
well 
for 
the 
performance 
of 
the 
pupils. 
She 
elso 
revenled 
that 
most 
teachers 
\-13it 
unti 
1 
s 
tudents 
get 
to 
standard 
seven 
and 
eight 
before 
they 
take 
their 
wor 
k 
seriously. 
According 
to 
her, 
all 
classes 
are 
equally 
importo.nt 
arid 
a 
firrn 
f 
oundo 
t 
l 
on 
should 
be 
buil 
t 
right 
from 
the 
Lower 
classes. 
She 
el 
so 
expressed 
the 
hope 
that 
all 
the 
schools 
in 
the 
area 
"\.J111 
reol 
ise 
that 
Lhere 
is 
no 
exam 
ever 
set 
in 
mother 
tongue 
arid 
therefore 
students 
should 
be 
encouraged 
to 
speak 
English 
as 
early 
and 
as 
often 
as 
possible." 


Asked 
why 
students 
generally 
perform 
poorly 
in 
Engl 
ish, 
the 
teachers 
who 
filled.. 
in 
the 
opinionne 
ire 
indicated 
tlio 
t 
ther-e 
is 
a 
severe 
shortage 
of 
story 
books 
and 
text 
books 
. 
They 
Ielt 
t 
ha 
t 
the 
problem 
of 
text 
books 
is 
mainl 
v 
br 
ough 
t 
(~!:>"I'" 
or 
the 
cons 
tnnt 
chan.ge 
of~.herecommended 
books 
.The 
K.I.E. 
l'oC'\'s 
\"'''1-'''' 
s-,· 
rI 
f0 
b~ 



60 


" 


a 
panel 
of 
primary 
school 
teacher 
s 
in 
every 
subj 
ect 
should 
be 
given 
the 
onus 
of 
reccmmenins 
the 
appropr 
iete 
books 
sl 
ncs 
they 
are 
the 
people 
',.'ho 
knovr 
till? 
pe>?ds 
of 
the 
sf 
udent 
s 
best. 


There 
\Ol3S 
a 
cotnp 
leintt 
hat 
the 
sy 
ll 
obos 
is 
loa 
\·Jid·2. 
Herdl 
y 
do 
they 
ever 
complete 
if 
311r! 
if 
they 
do, 
tl,'?f? 
js 
Lt 
tt 
l 
o 
time 
left 
for 
tenetler 
and 
pupil 
ev 
rLue 
tion 
. 
This 
hos 
sre0t.ly 
af 
f 
ec 
ted 
exercises 
like 
compos 
LtLon 
wrI 
ting 
\"lliclt 
are 
now 
given 
very 
rarely. 


The 
teachers 
also 
observed 
that 
there 
is 
n 
genera] 
belief 
by 
students 
that 
English, 
being 
a 
foreign 
and 
secoud 
1311ELlBge, 
is 
automatically 
difficult. 
Their 
interest 
ill 
it 
is 
thus 
dealt 
a 
heavy 
bl 
ov 
f 
rorn 
the 
onset. 
This 
problem 
is 
compouuded 
by 
the 
fact 
that 
English 
is 
spoken 
very 
rarely 
in 
some 
schools 
ar.d 
in 
most 
homes. 
In 
fact, 
the 
researcher 
discovered 
from 
the 
que 
s 
tionna 
Lr 
e 
that 
only 
13% 
of 
the 
total 
sample 
speak 
EnglIsh 
occesioue 
Ll 
y 
at 
home. 
The 
rest 
use 
vernacular 
or 
Kiswahili. 


This 
is 
unl 
ike 
in 
the 
Phillipines 
\·!here 
resear-ch 
shows 
that 
the 
medium 
of 
instruction 
is 
accorded 
more 
respoc 
t 
by 
par 
en 
ts 
than 
even 
ihe 
children's 
mother 
tongue. 
The 
parents 
make 
efforts 
to 
encourage 
their 
school 
going 
cl1ildren 
to 
acquire 
functional 
knowledge 
in 
:i 
t. 
(Lambert 
and 
Tucker 
1972). 



61 


This 
researcher 
feels 
that 
if 
the 
students 
were 
encouraged 
to 
speak 
English 
at 
home 
and 
especially 
in 
the 
school 
compound, 
the 
negative 
attitude 
tower 
ds 
could 
be 
erased 
to 
a 
great 
extent. 
AI!:'o 
the 
teachers 
should 
not. 
simply 
si 
t 
beck 
and 
lament 
about 
t 
he 
lar-k 
of 
a 
library. 
They 
should 
tell 
each 
student 
to 
bring 
one 
simple 
story 
book 
to 
school. 
These 
books 
could 
be 
retained 
by 
the 
school 
and 
circulated 
among 
the 
students. 
To 
ensur-e 
that. 
they 
read 
the 
books, 
the 
students 
should 
be 
t.old 
to 
narrate 
what 
they 
sathered 
from 
the 
book.. 
This 
will 
improve 
their 
comprehension 
and 
speaking 
skills. 


They 
should 
also 
be 
encouraged 
to 
note 
down 
difficult 
words, 
look 
them 
up 
and 
later 
use 
them 
in 
their 
writ 
ten 
work. 
At 
home 
students 
should 
be 
encouraged 
to 
read 
newspapers 
and 
magazines. 


The 
teachers 
should 
introduce 
clubs 
like 
debating. 
drama 
and 


current 
affairs 
since 
these 
wi11 
S:i 
ve 
the 
students 
ample 
opportuni 
ty 
to 
use 
the 
English 
language 
communicati 
vel 
y. 
Aspects 
Ltke 
spellings 
could 
be 
taught 
through 
group 
games. 
For 
example, 
students 
from 
different 
sroups 
could 
compete 
in 
spelling 
problem 
words 
on 
the 
chalk 
board. 
They 
could 
also 
complete 
simple 
crossword 
puzzles 
and 
do 
word 
building. 


Teachers 
of 
the 
other 
subjects 
taught 
and 
tested 
in 
English 
should 
also 
take 
it 
as 
their 
duty 
to 
correct 
errors 
immediately 
they 
occur 
(when 
students 
are 
asking 
or 
answer-ing 
questions 
or 
during 
group 
acti 
vi 
ties). 
Correcting 
errors 
in 
context 
is 
more 



62 


likely 
to 
enhance 
the 
rnas 
t 
e 
r 
y 
of 
EJ'E-l1sl, 
tll;J1l 
o 
bs 
t 
ro 
ct 
Engl 
fsf 
exercices. 


Lastly 
the 
school 
edro 
t 
nis 
tr 
a+t 
on 
51i011~d 
ens 
ur 
e 
t 
lia 
t 
t.h 
e 
students 
use 
English 
exc 
lus 
Ivel 
yin 
llip 
<c 
l.oo 
l 
compou.d 
siuc 
e 
using 
Kiswahi 
1i 
or 
vernacul 
ar 
does 
not 
1rnr" 
Co'."? 
r""r 
f 
ormnuce 
in 
.::lll}' 
way. 
In 
fact, 
22 
OIJt 
of 
the 
24 
teachers 
vho 
fil 
l 
ed 
ill 
the 
opinionnaire 
indicated 
that 
us 
ing 
Engl 
I 
s.h 
:Ill 
the 
school 
compoun 
d 
as 
the 
sole 
rned 
Lurn 
of 
c 
onuuun 
ic 
a 
tion 
c 
ou 
ld 
So 
Cl 
lOJ'f~ 
\-.'uy 
in 
improving 
performance 
in 
Eng 
l 
ish 
as 
a 
sublec 
t 
errd 
ill 
tllp. 
subjecls 
taught 
and 
tested 
in 
English, 
This 
is 
em 
opf 
nion 
also 
shar 
ed 
by 
the 
researcher. 



64 


4-. 
In 
the 
school 
compound, 
I 
speak: 


(a) 
Our 
vernacular 
(b) 
English 
(c) 
Kiswahili 
(d) 
All 
the 
three 
languages 
5. 
In 
school, 
my 
teachers 
spe~k 
to 
me 
in: 
(a) 
Our 
vernacular 
(b) 
English 
(c) 
Kiswahil1 
(d) 
All 
the 
three 
languages 

65 


OPINIONNAIRE 


Name: 
School: 


1. 
Why 
do 
you 
think 
students 
in 
general 
perform 
poorly 
in 
English? 
2. 
Do 
you 
think 
it 
is 
important 
for 
students 
to 
use 
English 
in 
the 
school 
compound? 
3. 
How 
much 
do 
you 
think 
good 
mystery 
of 
English 
contributes 
to 
the 
pupils' 
performance 
in 
K.C.P.E? 
(a) 
very 
much 
(b) 
much 
(c) 
considerably 
(d) 
not 
much 
(e) 
not 
at 
all 
4. 
Besides 
teaching, 
in 
what 
way 
can 
the 
mastery 
of 
English 
by 
the 
students 
be 
enhanced? 

66 


APPEtWrX 
B 


Write 
a 
descriptive 
story 
of 
one 
page 
on 
hovr 
you 
got 
lost 
in 
a 
market 
of 
your 
own 
choice. 
This 
must 
have 
been 
on 
a 
morket 
day 
when 
everybody 
was 
busy 
buying 
and 
selling. 
Tell 
what 
you 
went 
through 
before 
you 
found 
your 
bearing. 
The 
ti 
tle 
of 
your 
composition 
should 
be: 


Lost 
and 
found 
on 
B 
mRrk~t 
dC\y-,



67 


ENGLISH 


Read 
the 
sentences 
below 
and 
fill 
in 
th~__Q)_~l.h 
~p'!!c:_e_~. 
When 
he 
_1_ 
he 
_L 
his 
bag 
and 
wal 
ks 
to 
the 
bus 
stop. 
The 
buses 
are 
always 
very 
_3__ 
so 
it 
is 
difficul 
t 
to 
set 
a 
4 


1. 
A. 
fini 
sh 
B. 
have 
finished 
C. 
has 
finished 
D. 
finished 
2. 
A. 
picks 
B. 
pick 
C. 
picked 
up 
D. 
picked 
3. 
A. 
empty 
B. 
full 
C. 
fill 
D. 
filled 
4. 
A. 
sitting 
B. 
seat 
C. 
si 
t 
D. 
seating 

71 


4. 
Which 
of 
the 
f 
ollowing 
is 
no 
t 
a 
function 
of 
the 
forest 
department? 
A. 
felling 
timber 
tor 
sale 
B. 
preventing 
unlicensed 
explott 
atJ 
on 
01 
tor 
es 
t 
s 
C. 
preventing 
forest 
tires 
D. 
encouraging 
re-afforestation 
5. 
Which 
of 
the 
following 
is 
bevarage 
crop? 
A. 
tea 
B. 
cashewnuts 
C. 
coffee 
D. 
maize 
6. 
Which 
of 
the 
following 
areas 
is 
associated 
with 
diamond 
mining 
in 
Tanzania? 
A. 
Mwadui 
B. 
Buk 
oba 
C. 
Mwea 
D. 
Mwanza 
7. 
Which 
among 
the 
vegatation 
areas 
is 
the 
home 
of 
Inany 
I,Jild 
animals? 


A. 
forest 
B. 
savannah 
C. 
scrubs 
D. 
reeds 
grasslands 



72 


8. 
The 
earth 
rotates 
on 
its 
own 
axis. 
This 
movement 
causes 
A. 
seasons 
B. 
ocean 
currents 
C. 
day 
and 
night 
D. 
setting 
of 
the 
sun 
9. 
Some 
boys 
made 
a 
tour 
to 
the 
Sahara 
Desert. 
They 
were 
told 
that 
one 
of 
the 
following 
is 
a 
crop 
grown 
there. 
Which 
is 
it? 
A. 
cashewnu 
ts 
B. 
coconuts 
C. 
cocoa 
D. 
date 
palms 
10. 
The 
Hed 
iterranean 
climate 
is 
found 
in 
the 
Northern 
and 
A. 
Central 
Africa 
B. 
Southern 
Africa 
C. 
Eastern 
Africa 
D. 
Western 
Africa 

73 


The 
above 
D.9~_f!J_t~Le..9_t~suj_L

qgg? 
tions 
tb_~~p~J1:::p().s.~_of_lb.i1i 
research 


1. 
Uganda 
is 
referred 
to 
as 
a 
J 
en 
dl 
ocke 
d 
coun 
tr 
y 
because 
A. 
it 
has 
no 
coastline 
B. 
it 
exports 
very 
fet-lgoods 
C. 
it 
has 
very 
few 
latitude 
lines 
D. 
it 
has 
no 
international 
airport 
like 
Jama 
Kenyatto 
International 
Airport 
2. 
Tanzania 
is 
bigger 
than 
Kenya. 
Uganda 
is 
smaller 
than 
Kenya. 
Which 
of 
the 
three 
is 
the 
second 
biggest? 
A. 
Uganda 
B. 
Kenya 
C. 
Tanzania 
D. 
The 
three 
are 
equal. 
3. 
The 
main 
fruit 
growing 
region 
in 
Somalia 
lies 
between? 
A. 
the 
Indi 
an 
Ocean 
B. 
the 
Gul 
f 
of 
Aden 
C. 
Juba 
and 
Shebella 
D. 
the 
northern 
highlands, 
Mogadishu 
and 
the 
southern 
highlands 

74 


4. 
Choose 
the 
odd 
one 
out 
among 
the 
functions 
of 
the 
Forest 
Department? 
A. 
Cutting 
timber 
for 
sale 
B. 
Preventing 
forest 
fires 
c. 
Preventig 
unlincensed 
exploi 
tation 
of 
j 
orests 
D. 
Encouraging 
re-afforestation 
5. 
vJhich 
of 
the 
fo 
l 
l 
owi 
ng 
is 
a 
beverage 
crop? 
A. 
sisal 
B. 
cotton 
C. 
pyrethrum 
D. 
tea 
6. 
Which 
area 
is 
associated 
with 
diamond 
mining 
in 
Tanzania? 
A. 
Mwadui 
B. 
Bukoba 
C. 
Mwea 
D. 
Mwanza 
7. 
Which 
among 
the 
vegetation 
areas 
is 
inhabited 
by 
most. 
\'Ijld 
animals? 
A. 
Forest 
areas 
B. 
Savannah 
grasslands 
C. 
Scrub 
land 
D. 
Swampy 
areas 

75 


HISTORY 


Evaluation 
Test 
. 


•

1. 
Which 
of. 
the 
following 
is 
not 
a 
reason 
for 
migration? 
A. 
Poor 
rainfall 
B. 
Adequate 
food 
supplies 
C. 
Drougb 
t 
D. 
Over 
population 
2. 
The 
greatest 
difference 
between 
tredItional 
and 
modern 
trade 
is? 
A. 
the 
var 
iety 
of 
goods 
produced 
B. 
the 
use 
of 
money 
as 
a 
means 
of 
exchange 
C. 
the 
introduction 
of 
long 
distance 
trade 
D. 
trading 
between 
African 
communities 
3. 
A 
section 
of 
the 
police 
force 
which 
stops 
riots 
and 
disoders 
is 
called, 
A. 
C.I.D 
B. 
G.S.U 
C. 
Special 
Branch 
D. 
Stock 
Theft 

78 


The 
above 
ques 
t.i 
OD.?_Dg~::!_~J.t5re(:Lto_2!-cI 
tt
ttDe_ 
pUcro?p, 
ol~/.:lL~~L 
research. 


1. 
Which 
of 
the 
foLlowtng 
is 
not 
a 
r 
eeson 
for 
misrc-,tion? 
A. 
poor 
rainfall 
B. 
adequB 
te 
food 
suppl 
ies 
C. 
drought 
D. 
Lriadequo 
te 
food 
supplies 
2. 
The 
greatest 
difference 
between 
tredLt 
f 
one 
l 
3.11ci 
rnod=r 
n 
trade 
is? 
A. 
the 
variety 
of 
goods 
pr 
oduc 
ed 
B. 
the 
use 
of 
money 
as 
8 
means 
of 
e::clwnEe 
C. 
the 
introduction 
of 
lnng 
dislnnce 
tr~dp 
D. 
trad 
tng 
be 
tween 
Af 
r 
t 
con 
communities 
3. 
The 
work 
of 
the 
G.S. 
U 
is 
to? 
A. 
stop 
riots 
end 
chaos 
B. 
stop 
chang'a8 
brewing 
C. 
arres 
t 
thieves 
D. 
guard 
wild 
animals 

uv 


C.R.E 
Questi 
ons 
as 
th~p-_eS!-,[_eu._:lD_llie_pi 
vi 
~n...!}.LJJJ 
gl!.t 
Evaluation 
Test 


1. 
Karui 
r 
u 
wa 
s 
said 
to 
have 
lov 
e 
because 
he 
',)LlS 
A. 
proud 
and 
patient 
8. 
kind 
and 
jealou 
s 
C. 
kind 
and 
patient 
D. 
proud 
Bnd 
jealous 
2. 
God 
made 
man 
in 
his 
O\·/D 
irn~8e 
and 
Li 
keness. 
The 
imoS0 
of 
God 
means 
A. 
man 
can 
create 
people 
B. 
man 
thinks 
and 
reasons 
out 
like 
God 
C. 
man 
is 
above 
God 
D. 
man 
is 
8S 
big 
as 
God 
3. 
is 
not 
an 
undesirable 
social 
h 
ab 
it 
A. 
Laziness 
8. 
Obedience 
C. 
Cheating 
D. 
Stealing 

81 


performed 
miracles 
A. 
doctor's 
wish 
B. 
Jesus 
nome 
C. 
witch 
doctor's 
D. 
hospi 
tal 
in 
f 
ns 
tr 
uc 
t 
t 
on 
s 
5. 
The 
going 
of 
Jesus 
A. 
lest 
sTipper 
B. 
ascension 
C. 
Christmas 
D. 
resurrection 
back 
to 
heaven 
is 
cnllo.d, 
6. 
Anan 
ies 
end 
Saphira 
A. 
the 
truth 
B. 
f 
aith 
C. 
a 
story 
D. 
lies 
we 
r 
e 
punished 
by 
de3th 
hPCf.11I'3!? 
of 
telling, 
7. 
Jesus 
defeated 
death 
A. 
died 
B. 
knew 
about 
his 
C. 
resurrected 
D. 
raised 
Jairus 
bec 
aus 
e 
death 
he 



02 


A. 
Jesus 
B. 
Moses 
C. 
prophets 
D. 
masicians 
9. 
Jesus 
said 
that 
peC'rl~ 
'lrp 
the 
1iSht:111d 
of 
till? 
earth 
A. 
truth 
B. 
581 
t 
C. 
lamb 
D. 
'.-my 
10. 
The 
teaching 
of 
Jesus 
was 
through? 
A. 
discussion 
end 
lis~ening 
B. 
reading 
the 
bible 
C. 
discussion 
and 
parables 
D. 
givi 
ng 
food 

83 


The 
above 
q\l.g~tiO!}?_.Do":_Lnl 
tr::er::.e<.Ll.D 
511it. 
lfw 
Pl1r:PO.SELot__ 
this 
research 


1. 
Karuiru 
vias 
said 
to 
11"1'.1<: 
];>\1<3 
becsus 
e-h'~ 
\'!fIS 
A. 
proud 
and 
patient 
B. 
kind 
and 
ie3101Js 
C. 
kind 
and 
pe 
tien 
t 
D. 
proud 
and 
ieelous 
2. 
God 
made 
man 
in 
his 
own 
1lT1=,seand 
lIkeness. 
Tile 
ilTlf:IE;P 
of 
God 
means 
A. 
man 
can 
create 
people 
B. 
man 
thinks 
and 
reasons 
like 
God 
C. 
man 
is 
above 
God 
D. 
man 
is 
as 
big 
God 
3. 
is 
en 
undesi 
rable 
soci 
01 
hab 
it 
A; 
obedience 
B. 
truthfulness 
C. 
humi11 
tY 
D. 
dishonesty 

51 


performed 
mt 
r 
cc 
l 
es 
in 
t 
h» 
rnm0 
of 
.1°SI15:) 


A. 
silence 
B. 
praise 
C. 
anger 
D. 
disobedience 
5. 
The 
going 
of 
JeslJs 
t~~c!' 
I., 
he')I.'on 
1.:; 
c"lle>(j" 
A. 
Las 
t 
Su 
pper 
B. 
Christmas 
C. 
ascension 
D. 
resurrec 
tion 
A. 
disgust 
B. 
disobedi 
ence 
C. 
being 
despis 
ed 
D. 
decei 
t 
1. 
Jesus 
1.-.'35 
vic 
r 
or 
t 
ous 
0''':::1' 
dea 
th 
becouse 
he 
A. 
died 
B. 
kne<.·}about 
hi 
co 
dee 
t 
h 
C. 
resurrected 
D. 
retsed 
Jairus 

85 


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R. 
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/llodel 
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86 


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Bailey, 
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~ 
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Ltghtbown, 
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Cl984-). 
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in 
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Davies, 
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