Strategies in teaching-learning of integrated English and their effect on performance in public secondary schools, Kasarani Division, Nairobi, Kenya

Abstract

This study was concerned with finding out which strategies are used in the implementation of Integrated English in public secondary schools in Kasarani Division, Nairobi and the effect of these strategies on the performance of Integrated English. The objectives of the study were: First, find out the teachers' awareness and use of the teaching- learning strategies, secondly, analyze the effect of resources on the choice of these strategies, thirdly, find out the extent to which the learners' attitudes towards the strategies influence performance and finally, determine the relationship between the strategies and performance. The study used descriptive survey design and the target population was 1064(24 teachers of English, and 1040 students). The sample size was 208 learners (20%) sampled using random stratified technique and 12 teachers of English (50%) sampled using simple random sampling. Data were collected using questionnaires for students and the teachers of English and observation schedules for the targeted classes. Pilot study was carried out to establish instruments' reliability. Test-retest method was used to test the reliability of both the students' and teachers' questionnaires. These instruments were given to educational experts in the School of 'Education; Kenyatta University to assess and improve content validity. The collected data were analyzed quantitatively using the Statistical Package for Social Sciences (SPSS). A 5 Point Likert Attitude Rating Scale was used to analyze the students' attitudes towards the strategies used in teaching-learning Integrated English. The data were presented using descriptive statistics such as graphs and frequency distributions. The study revealed that expository strategies of teaching dominate integrated English classrooms and that learners disliked the strategies where teachers dominated lessons. The study also revealed that there was a positive relationship between TL strategies and performance. The study concluded that teachers of English in Kasarani Division are aware of the TL strategies recommended by the MoE in teaching Integrated English, learners have a negative attitude towards the teacher- centered strategies predominantly used by teachers of English and finally, TL strategies influence performance of Integrated English .The recommendations of the study were: the government to make effort to avail adequate TL resources, in- servicing through seminars and workshops to emphasize on use of teacher- centered strategies and active involvement of learners in the learning process. The findings of this study will provide curriculum developers, educationists and policy makers with general information on the most appropriate TL strategies to be used in improving the implementation of Integrated English in Kasarani Division, Nairobi Metropolitan.