Efficacy of remedial teaching and influence on performance of learners in english language in primary schools in Nakuru County, Kenya

Abstract

This study investigated the relationship between remedial teaching in English language and influence on performance of learners in public primary schools. The purpose of this study, therefore, was to explore the linkage between remedial lessons in English language and pupils’ performance. The study sought to ascertain if there were any significant differences before and after the remedial teaching in English language in pupils’ performance, the basis for the remedial lessons in English language and influence on pupils’ performance, to determine the influence of the approaches employed in the remedial lessons in the English language and influence on pupils’ performance and to indicate the challenges encountered in remedial teaching in English language and influence on pupils’ performance. Selection of Nakuru County was necessary because performance in public primary schools was not as good as that of other Counties. The independent variables included constructs derived from the General System Theory (GST) which recognizes that in an educational setting, educational progress is an interplay of two fundamental aspects: Quantitative along with Qualitative development. The theory provides a platform for assessing the motivation behind remedial lessons for pupils. The Theory helped explain behavioral intentions of stakeholders on remedial teaching on their beliefs about outcomes of performing the task precisely the value placed on the results as well as the perceived feasibility of pupils’ performance. The ex-post facto design, stratified random sampling and purposive method were used to pick the respondents. Purposive sampling method was used to select 18 schools while the researcher applied Simple random sampling to select 54 pupils. The 18 Head teachers were selected by default. Purposive sampling was used to select 18 parents and 18 class seven teachers of the English language respectively, making a total sample of 108 respondents. The researcher developed a document analysis to cover the class seven periodic evaluation tests. Additionally, information was collected through interview schedules designed for parents and head teachers. Data from pupils and teachers of the English language were collected using questionnaires. Piloting at school X and Y, in Molo Sub-County involved four class seven pupils, two class seven teachers of English language and the head teachers, to help reinforce the instruments. Statistical Package for Social Sciences (SPSS) version 20.0 was adopted to analyze quantitative information collected and prepared in tables along with models. The analysis of variance (ANOVA) technique was used to test the hypotheses formulated. Qualitative data were analyzed thematically with data from interview schedules reported in tables and verbatim. Results from the data revealed in part that remedial teaching significantly improved pupils’ performance in English language. Statistical inferences based on the central theme and objectives were made. The data was arranged in frequencies with percentages while the results were reported in summary form using tables and figures. The study recommended that the government and other stakeholders redefine the education policies to make it relevant to the demands of the day and suggest a practical model while using remedial teaching in schools.