https://kerd.ku.ac.ke/handle/123456789/129 2026-10-01T23:54:38Z https://kerd.ku.ac.ke/handle/123456789/1713 Cultural Factors Hindering Mastery of English Language in Primary and Secondary Schools: a case of Kilifi County, Kenya Kisaka, Joseph This study examined the various cultural factors hindering the mastery of English language in Kilifi County. A sample of 236 respondents representing Students, pupils, head teachers, teachers, parents, religious leaders, Pwani University Language specialists, Ministry of Education officers was drawn from Tezo Location. The proposed study was a descriptive survey, and both qualitative and quantitative data was collected by means of self administered questionnaires, Focus Group Discussions, and scheduled interviews. Qualitative data was analysed by thematic analysis while quantitative data was analysed by simple descriptive statistics and ranking by participatory methods. The study identified the cultural practices that hinder good mastery of English as frequent usage of Kiswahili and Mother Tongue when speaking at home, the declaration that English is a foreign language and the belief by the local community that speaking in English at home is a sign of pride and disrespect. Based on the findings, recommendations were made on how to promote good English mastery in Kenyan Schools. A research article in British Journal of Education 2015-02-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1630 Do Pictures Have an Effect on Learner Performance in Composition Writing? Jumba, Kalemesi P.; Etyang, F.; Bwire, Adelheid M.; Ondigi, Samson R. Instruction using a variety of learning resources has been heralded as a most promising activity that can engage students into academic language and literacy skills. There are few studies investigating approaches in teaching English composition in primary school. Furthermore emphasis on learner foundations in writing is lacking in most African countries. The purpose behind this review is to establish whether using pictures could reinforce composition writing in upper primary schools. There is scanty research on picture-based instruction in general and on its effect on composition writing and language achievement in particular. The objective of this review is to examine the effectiveness of using pictures on learner performance in composition writing. Preliminary studies have established that pictures have an increasing effect on both composition writing and general attitude of learners towards English. On the basis of the findings of the study, the following conclusions were made: Most teachers do not use pictures to teach composition since it is time wasting because it requires a lot of time in preparation and acquisition of pictures. However, from various studies, when learners were exposed to pictures during composition writing lessons and eventually in examinations, their performance was significantly better than before. It is imperative that, a study be carried out on role played by the school administration and the community in the effective teaching of English and also, the relevance of the English language curriculum used at teacher training colleges in relation to the new trends in English Composition. Furthermore it would be necessary to evaluate the efficiency and effectiveness of Ministry of Education in English language assessment by Quality Assurance and Standards Officers. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1611 Languages Used in Teaching and Learning English Composition Writing among Learners with Hearing Impairments in Nyanza Province, Kenya Ogada, Rosemary; Oracha, P.A.; Matu, P.M.; Tyeng’o, M. The main objective for teaching English composition is to enable the learner to acquire writing skills to be able to express own ideas meaningfully and communicate effectively in English. The Kenya Certificate of Primary Education results over the years show that learners with hearing impairment perform poorer in English compared to their hearing counterparts. In Nyanza Province, the highest mean score in English in the period2005-2007 was 47.72. The purpose of this study was to establish the languages used in teaching and learning English composition writing among learners with hearing impairment. A descriptive survey design was used in this study. The study was carried out in Nyanza Province, Kenya. The target population comprised 71 class seven pupils and 5 class seven teachers of English. Saturated sampling technique was used to come up with a sample of 64 pupils and 4 teachers of English. Data was collected by use of lesson observation schedules, document analysis guides and questionnaires. To establish reliability, a pilot study was carried out with 10% of the population who did not form part of the study. Research instruments were presented to three experts in the Faculty of Education, Maseno University for face validity judgment. Descriptive statistics such as percentages and graphs were used to analyze quantitative data. Qualitative data was transcribed, organized into emerging themes and reported. Results revealed that languages used in teaching and learning English composition included; English, Kiswahili, Kenyan Sign Language and signed modes such as signed English. The recommendations of the study include; teachers of learners with hearing impairment should spoken English and signed modes such as signed English and signed exact English and that both teachers and learners should make a deliberate effort towards enhancing English vocabulary acquisition. The outcome of this study may be useful to educators in the choice of languages used teaching and learning composition. An article published in International Journal of Social Sciences and Entrepreneurship 2014-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1609 Influence of Teaching Methods on Pupils’ Performance in English Language Subject at Kenya Certificate of Primary Education in Non-Formal Schools in Korogocho, Nairobi City County, Kenya Wabwoba, Catherine N. The aim of the study was to investigate the influence of teaching methods on pupils’ performance in English language subject at KCPE in NFPSs in Korogocho, Nairobi City County, Kenya. The objectives were to establish the influence of lecture method on pupils’ performance in English language at KCPE, to determine the extent to which the use of collaborative teaching methods influence pupils’ performance in English language subject at KCPE in NFPSs, to examine relationship between the use of lesson plans and pupils’ performance in English subject in KCPE in NFPSs in and to establish the influence of the use of classroom trans language strategies on pupils performance in English language in NFPSs. The study was based on the Instructional theory by Reigeluth. and was cross-sectional survey design to collect data. The target population was 78 Non formal primary schools, 78 directors, 180 teachers of English and 780 pupils. The sample size comprised of 23 non formal schools, 23 directors, 54 teachers of English and 264 pupils totaling to 364. Data collection was by means of questionnaires, focus group discussions and lesson observation. Data were analyzed by descriptive statistical analysis such as frequencies, percentages, means and also pearsons’ product moment correlation coefficient. The relationship between instructional methods and pupils performance in English language was positive. Data was presented in tables, bar charts and pie charts. The research established that performance in English was below average. Lecture method used had negative correlation hence made pupils perform poorly in English language. Teachers used lecture method which was inappropriate for teaching and most of them did not prepare lesson plans, and collaborative methods were used sparingly. The lecture method correlated negatively to performance at -0.2378. Collaborative method positively and significantly influenced performance in English subject, lesson planning, had positive relationship with performance at 0.927 and Translanguaging strategies had some significant relationship with performance in English language at 0.413 respectfully. The study concludes by saying that all teaching methods mentioned in the study contribute to performance for example Collaborative teaching methods should be enhanced and the use of lecture method should be discouraged. The study recommends that directors of non-formal primary schools and teachers should be exposed to modern methods of teaching and pupil’s characteristics should be addressed. This study is expected to provide useful information on instructional methods like collaborative methods to be used in schools, use of lesson plans and language of instruction. The study recommends KICD to organize frequent in-service training for tutors to enable them use new skills in teaching English. The research recommends further study to be conducted to establish how group discussion and dramatization methods influence performance in English language subject .A similar study should be conducted in a rural area to establish what factors affect performance in English subject. A Thesis Submitted in Partial Fulfillment for the Requirements for Award of the Degree of Doctor of Education in Curriculum Studies 2019-01-01T00:00:00Z