Effect of Group Teaching Strategy on English Composition Performance among Standard Seven Learners with Hearing Impairment in Nairobi City County, Kenya
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Date
2024-06
Authors
Judith, Yabbi Opiyo
Awori, Beatrice Bunyasi
Otube, Nelly
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Abstract
The purpose of this study was to explore the effect of group teaching strategy on English
composition performance among Standard Seven learners with hearing impairment in Nairobi
City County, Kenya. Different teaching strategies yield different performance by learners in
English composition. The study was based on Knowles' theory of learning guides. The study
employed a quasi-experimental research design targeting Head teacher, Teachers and Standard
Seven learners as participants. The study had a sample size of 30 participants. Both probability
and non-probability sampling techniques were adopted to select the participants. Data was
collected through the composition writing tests, in-depth interview guide, structured and
unstructured questionnaires, document analysis guide and observation guide. Quantitative data
was analysed using a Statistical Package for the Social Sciences (SPSS), descriptive statistics and
T-test. Qualitative data from the interviews was transcribed, reconstructed, and collapsed into
emerging themes. The study found out that group teaching and PALS could improve
composition writing if employed for a long period of time. The findings indicated that group
teaching slightly improved learners' performance. This study concluded that the group teaching
strategy was important but there was need for including other strategies as well as exposing the
learners to frequent composition writing exercises. The study recommended the need to expose
the learners to frequent composition writing exercises.
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Keywords
Composition, Group Teaching Strategy, Performance, Hearing Impairment, Nairobi, Kenya