Integrated Approach to Teaching and Learning English Language in Junior High Schools, Volta Region, Ghana

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dc.contributor.advisorAdelheid Marrie Bwireen_US
dc.contributor.advisorFlorence Abuyeka Miimaen_US
dc.contributor.authorAdansi, Joana Emefa
dc.date.accessioned2024-02-05T12:36:37Z
dc.date.available2024-02-05T12:36:37Z
dc.date.issued2022-06
dc.descriptionA Thesis Submitted in Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy in the Department of Educational Communication and Technology, School of Education and Lifelong Learning, Kenyatta Universityen_US
dc.description.abstractThe purpose of this study was to explore an Integrated Approach to teaching and learning English Language in Junior High Schools, Volta Region, Ghana. The underlying factor informing this study was the poor performance in students’ academics in English language. The integrated approach is crucial in teaching the English language and helps learners improve their language skills. The study was guided by four objectives which were: to establish the nature of integrated methods used by teachers of English in teaching English language in junior high schools in Hohoe Municipality, investigate the extent to which the integrated approach is used by teachers of English, establish the perceptions of teachers and students towards the integrated English and explore the challenges teachers face in using the integrated approach in teaching English language. The study was based on the guidelines of Basil Bernstein’s theory and supported by Theodore Frick’s Integrated Education Theory. The study employed descriptive and explanatory research designs. The target population for the study was 1382 (10 circuit supervisors, 52 heads of department, 93 teachers of English & 1227 form 3 students) in 55 Junior High Schools. The study used questionnaires, observation, and interview guide to collect data from teachers and students in the Junior High Schools in Hohoe Municipality. Stratified and simple random sampling techniques were used to sample size 422 teachers and students for the study. The study indicated that integrated approach to teaching English Language had a positive influence on learners' achievements and teachers were positive in teaching English Language. The study therefore proposed a model with the aim of making the integrated approach more appealing to students. This means to have an integrated approach in the teaching process, material availability and competence of teachers are two formidable pillars that must be emphasized. The study recommended that teachers needed to integrate language and literature into the teaching of English Language.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27537
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectIntegrated Approach to Teaching and Learning English Languageen_US
dc.subjectIntegrated Approachen_US
dc.subjectTeaching and Learning English Languageen_US
dc.subjectLearning English Languageen_US
dc.subjectEnglishen_US
dc.subjectEnglish Languageen_US
dc.subjectJunior High Schoolen_US
dc.titleIntegrated Approach to Teaching and Learning English Language in Junior High Schools, Volta Region, Ghanaen_US
dc.typeThesisen_US
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