Strategies employed in teaching the integrated english and their influence on performance among secondary schools in Kenyenya, Kisii County, Kenya
Maiko, Rodah Bosibori
MetadataShow full item record
The purpose of this study was to examine the teaching strategies in teaching the Integrated English and their influence on learner performance in secondary schools in Kenyenya Sub-county, Kisii County and their influence on learner performance. The objectives of the study were: To establish the strategies that teachers use in teaching integrated English, to explore the challenges that influence the choice of strategies of teaching the Integrated English and to determine the influence of teaching strategies on learner performance among secondary schools in Kenyenya Sub-county, Kisii County. The study utilized the descriptive survey design and the target population was 612 comprising 528 students and 84 English teachers. The sample size was 79 students (15%) sampled using simple random technique and 26 teachers of English (30%) sampled using stratified simple random sampling. Data collection instruments were the teachers and students questionnaires and lesson observation schedules for the target classes. Pilot study was carried out to establish instruments’ reliability. Testretest method was used to test the reliability of both the students and teachers questionnaires. These instruments were given to educational experts in the Department of Educational Communication and Technology, Kenyatta University to assess and improve content validity. Data analysis was done using qualitative and quantitative approaches through the aid of SPSS version 20.0. Data were presented using descriptive statistics such as charts and frequency distribution tables. Regarding the teachers’ knowledge about the teaching strategies, all teachers (100% ) mentioned that they had knowledge of the teaching strategies except on stimulation teaching approach where 12% of the teachers were not aware of it; 50% of the teachers preferred discussion method which is learner-centred, 15% preferred lecture method while 35% preferred other methods. This was in contrast to what was observed in class whereby 55% of teachers used lecture method, 20% discussion and 25% preferred other methods. In relation to challenges facing the choice of teaching strategies in teaching integrated English, 88% of English teachers were affected by large class population, 92.31% teachers noted that heavy workloads also influence their choice of teaching strategy that they adopt. Regarding the influence of teaching strategies on performance, 50% of the teachers responded that learner-centreed strategy encourage remembrance which contributes to improved performance as opposed to 30% who viewed that teacher-centreed strategy encourages laziness that negatively affects the student performance. This study recommends that learnercentred strategy should be employed by English teachers as it gives the learner the opportunity to be part of the learning process hence improves the learners’ remembrance ability that leads to improved performance. The government should allocate more resources towards the teaching of integrated English as well as train more teachers in the English subject. School management and other stakeholders may develop mentorship programmes that will motivate and encourage teachers to apply the effective teaching strategies to improve performance in English especially in Kenyenya Sub-county, Kisii County.