Teacher related factors which influence the impementation of integrated English course in secondary schools: a case study of Ibacho division, Kisii central district.

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dc.contributor.authorCharles, M.Magoma
dc.date.accessioned2012-04-04T12:40:28Z
dc.date.available2012-04-04T12:40:28Z
dc.date.issued2012-04-04
dc.descriptionThe LB 1631 .M31en_US
dc.description.abstractThe teaching of English in Kenya secondary schools has undergone some changes in the last few years in an attempt to improve the quality of its performance. The current secondary schools' English syllabus is a result of the syllabus review of 1984/85, which was later revised in 1992 to match with the changes brought about by the 8-4-4 System of Education. Among the changes the 8-4-4 system of Education brought about was an integrated course of English Language and Literature. Before the integration, Literature and English Language were taught separately. Despite the efforts to improve the performance in English in Kenyan secondary schools, there has been persistent low attainment in the secondary schools in Ibacho Educational Division of Kisii Central District. The purpose of this study was to investigate into the teacher related factors, which influence the implementation of Integrated English Course in secondary schools in Ibacho Educational Division of Kisii Central District, Nyanza Province. This being a case study of Ibacho Educational Division, only eight schools were purposively selected for study to obtain qualitative data from the teachers of Integrated English, their respective heads of English Department and head teachers. Information on the teachers' experiences on the implementation of Integrated English Course was obtained by the use of an observation guide, interview schedule and a questionnaire. On the other hand, information regarding the experiences and opinions of heads of English Department and head teachers was sought through the use of interview schedules. The data collected was analysed and interpreted both quantitatively and qualitatively. Although most teachers were generally of sound academic and professional qualifications, they did not have a clear understanding of the concept of integration in relation to the teaching of Integrated English Course. Hence, they faced a number of problems in the implementation of the new curriculum innovation. The study, therefore, recommends that the course be taught integrative in colleges and universities to the teachers-to-be by qualified staff who understand the concept of integration. The study also recommends continuous in-service training for all the teachers of Integrated English Course, among other recommendations.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/3726
dc.language.isoenen_US
dc.subjectHigh school teachers--Kenya//Highschool teaching--Kenya//English language--study and teaching (secondary)en_US
dc.titleTeacher related factors which influence the impementation of integrated English course in secondary schools: a case study of Ibacho division, Kisii central district.en_US
dc.typeThesisen_US
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