Judith, Yabbi OpiyoAwori, Beatrice BunyasiOtube, Nelly2024-06-182024-06-182024-062523-6725https://ir-library.ku.ac.ke/handle/123456789/28349ArticleThe 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.enCompositionGroup Teaching StrategyPerformanceHearing ImpairmentNairobiKenyaArticle