The role of pictures in teaching English composition writing in upper primary school in Emuhaya Subcounty, Vihiga County, Kenya.
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Date
2016-02
Authors
Jumba, Pamela Kalemesi
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Instruction using a variety of learning resources has been heralded as a most
promising activity that can engage students into academic language and
literacy skills. However, research on picture based instruction in English
composition teaching is minimal. This study sought to establish the role of
pictures and its effect on composition writing and language achievement in
upper primary schools. This study was based on constructivism theory with
two proponents, Jean Piaget and Vygostsky. Two categories of schools were
selected; public and private. The sample population was about 10% of learners
in Emuhaya Sub-county, who constituted upper primary pupils from six
schools, twelve English panel leaders (teachers) and two Quality Assurance
and Standards Officers (QASO). The sample population constituted class
seven pupils of the six schools. The learners were twenty per group, within the
age group of 11-14 years. The research methodology employed in the study
was an experimental design. The experimental groups received the treatment
with the use of pictures, whereas the comparison group was taught
conventionally. Four instruments that were used in this study were
questionnaire, tests, interviews and observation schedules. This study was
piloted to establish whether the instruments were valid and reliable before the
actual study. The data was analyzed using SPSS software package version 21.
From the study, there was significant difference (p=0.001) among groups
where there was use of pictures and the controls. Basing on the findings of
the study, it was established that teachers rarely taught composition using
pictures due to the short preparation time and therefore this lowered
performance in composition writing. This study recommends a similar study
on the use of pictures in middle primary school to compare the results. It also
recommends a study on the adequacy and appropriacy of texts used by
teachers in teaching English Composition. Lastly a similar study should be
carried out for a longer period of time.
Description
A thesis submited in partial fulfillment of the degree of master of education (language education) in the School Of Education, Kenyatta University, February 2016