Effect of Teacher Related Strategies on the Performance of Integrated English Language Lessons in High Schools in Moiben Sub- County, Kenya
Main Article Content
Keywords
Effect, strategies, performance, IELLs, English language, secondary schools
Abstract
Excellent performance in Integrated English language lessons (IELLs) is critical since English is a language of instruction, an examinable and a compulsory subject in the country’s secondary school curriculum. Despite the significant devotion to the IELLs, students’ poor performance in the subject in national examinations has been a main setback. The purpose of this study was to establish the teacher – related strategies used to improve the performance of IELLs in public secondary schools in Moiben sub-county, Kenya. This study was anchored on an inquiry- discovery method. The study employed a quantitative research approach. The study targeted public secondary schools in Moiben Sub-County. Purposive sampling was used to select the respondents to participate in the study. The study employed quasi-experimental research design. The study targeted schools that had two streams and above for the purposes of one class acting as the control group and the other as experimental group. The sample size was 860 respondents while the target population was 2866. Data was collected through questionnaires for both students and teachers of English and observation schedule. The study utilized descriptive statistics (frequencies, percentages, and mean), as well as inferential statistics (Pearson Correlation analysis and regression analysis). The study findings indicated that there was a statistically significant difference between the motivation to work hard in IELLs and performance in IELLs (p≤0.05). It was concluded that the method used by teachers to teach lessons affects the performance of students in IELLs. The study recommended that teachers should employ methods that motivate students of both sexes to achieve better in IELLs and that IELLs teachers should investigate methods to encourage students' language use in order to improve their performance.
Downloads
References
Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education (UK).
Bishop, M. (2006). A clinic to teach good programming practices. In Proceedings of the 10th Colloquium for Information Systems Security Education (pp. 168-174).
Buhere, P., & Ochieng, P. (2013). Usage of Selected Resources for Inclusive Education in Mainstream Primary Schools: Issues &Challenges from a Kenyan Perspective. Problems of Management in the 21st Century.Vol.8
Brumfit, C. J. (2005). Language and Literature Teaching; London: Oxford University Press
Buckler, S. (2016). Your Dissertation in Education. Oxford Brooks University. 2nd Ed.
Carter, R (2006). Linguistics and the teacher. London: Routledge and Kegan Paul Castelo (2001).
Crystal D. (2016). Cambridge Encyclopedia of Language; 2nd Edition Cambridge University Press, London.
Damrosch, D. (2011). How to read world literature (Vol. 9). John Wiley & Sons.
Dannenberg, A., & Gallier, C. (2020). The choice of institutions to solve cooperation problems: a survey of experimental research. Experimental Economics, 23(3), 716-749.
Dixon, L. Q., Zhao, J., Shin, J.-Y., Wu, S., Su, J.-H., Burgess-Brigham, R., Gezer, M. U., & Snow, C. (2012). What We Know About Second Language Acquisition: A Synthesis from Four Perspectives. Review of Educational Research, 82(1), 5–60.
Doff, A. (2008). Teaching Integrated English lessons - A Training Course for Teachers. Cambridge, England: Cambridge University Press.
Fisher, R. (2005). Teaching Children to Think.
Gathumbi, A., & Masembe, S. C. (2005). Principles and Techniques in Language Teaching. Nairobi:. Jommo. Kenyatta Foundation.
Glewwe, P. (2010). Schools, teachers and education outcomes in developing countries: Vol 2 of Handbook of economics of education: Michael Kresner. Elsevier
Haneda, M. (2006). Becoming literate in a second language: Connecting home, community, and school literacy practices. Theory into Practice, 45(4), 337-345.
Hill, J. D., & Flynn, K. M. (2006). Classroom instruction that works for English language learners. Alexandria, VA: Association for Supervision and Curriculum
KNEC (2015). KCSE Newsletter, Nairobi: KNEC.
KNEC (2017). KCSE Newsletter, Nairobi: KNEC.
KNEC (2021). KCSE Newsletter, Nairobi: KNEC.
Koelsch, N. (2006). Improving Literacy Outcomes for English Language Learners in High School: Considerations for States and Districts in Developing a Coherent Policy Framework. National High School Centre
Kundu, C. L., & Tutoo, D. N. (2004). Essentials of educational psychology. Kurukshetra University and defense institute of psychological research. New Delhi.
Lewis-Moreno, B. (2007). Shared Responsibility: Achieving Success with English-Language Learners. Phi Delta Kappan, 88(10), 772–775
Magoma, F. (2012). Factors influencing enrolment of women in distance learning education programs at the University of Nairobi: a case of Masaba North district (Doctoral dissertation, University of Nairobi, Kenya).
Mbacho, W. N., & Githua, B. N. (2013). Effects of Jigsaw Cooperative Learning Strategies on Students’ Achievement in Secondary School Mathematics in Laikipia East District, Kenya. Asian Journal of Management Sciences and Education. Vol. 2 No. 3, July 2013.
McBurney, D. & White, T. (2007). Research Methods. Thomson/Wadsworth
McKenzie, J. (1999). How Teachers Learn Technology Best? The Educational Technology Journal (Online), 11
Miheso, M. K. (2017). The relationship between interactive teaching and the acquisition of high order thinking skills in mathematics classrooms: The Kenyan experience. African journal of education studies, 1(1), 73-79.
Moseti, P. (2007). Teaching/learning strategies in integrated English lessons course and their effects on performance in Nyamira District: Unpublished M.ED Thesis, Nairobi University.
Mutai, N.C. (2012). An Assessment of the Teaching Strategies Employed by English Language Teachers in Eldoret Municipality, Kenya. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 3(3): 352-357
Ngechu, M. (2004). Understanding the Research Process and Methods. An Introduction to Research Methods. Scientific Research.
Onen, D. & Oso, W. Y. (2012). Writing a thesis. Kisumu: Options printers Oosterbeek, H., & van den Broek, A. (2009). An empirical analysis of the borrowing behavior of higher education students in the Netherlands. Economics of Education Review, 28(2), 170–177.
Ochieng, B. M. (2013). Black African migrants: the barriers with accessing and utilizing health promotion services in the UK. The European Journal of Public Health, 23(2), 265-269.
Otieno, O. J. (2014). Influence of personal teacher efficacy on the selection of teaching strategies in secondary schools in Kwale County, Kenya. (Masters Thesis)
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle Publishers
Rogers, R. (Ed.). (2011). An introduction to critical discourse analysis in education.Routledge.
Thomson, R. I. (2012). Demystifying pronunciation research to inform practice. In McGarrell, H.M. & Courchêne, R. (Eds.) Special Research Symposium Issue of CONTACT, 38, (2), 63-75.
Yurchenko, N. (2007). A multidisciplinary approach to flow control, (Invited lecture), 2007. In the 6th Jordanian International Mechanical Engineering Conference, JIMEC (Vol. 6).
