https://kerd.ku.ac.ke/handle/123456789/18 Thu, 01 Oct 2026 23:57:56 GMT 2026-10-01T23:57:56Z https://kerd.ku.ac.ke/handle/123456789/1707 Graffiti Writing and Its Likely Influence on English Language Learning in Selected Secondary Schools in the Larger Laikipia East District, Laikipia County, Kenya Mwangi, Francis Gichuki; Gathumbi, Agnes W.; Bwire, Adelheid M. Graffiti takes the form of written language whose authorship always remains anonymous. It precisely refers to any wall writing, pictures and symbols or markings of any kind on any surface anywhere no matter what motivates the writer. Most graffiti are viewed as illegal or vandalism of property by those in authority. Secondary school students use graffiti as a form of communication when they feel other channels to express themselves, have been blocked by those in authority. The study at aimed at identifying the communicative strategies employed in graffiti writing and the influence of graffiti on learning of English language and classroom learning environment in our schools. Graffiti texts were collected in ten secondary schools purposively sampled in the Larger Laikipia East District in Laikipia County. Out of one thousand graffiti texts collected, two hundred were randomly sampled for analysis. Twenty English teachers were purposively sampled to take part in an interview. One hundred students were randomly sampled to fill in questionnaires. A Focused Group Discussion (FGD) was carried out with another group of five students randomly sampled across the classes in each school. The data collected from this exercise were analyzed qualitatively and quantitatively to arrive at inferences and conclusions. The study used a sociolinguistic approach to the study of graffiti. The study was guided by General System Theory. The findings of the study were that students used varied communicative strategies like humour, symbolism, irony, short forms, acronyms and abbreviations in their graffiti writings. It was also established that teachers expressed varied opinions that graffiti influenced learning of English language and classroom learning environment in secondary schools. The findings of this research may contribute to the study of sociolinguistics in general and communication in schools in particular. It has been established that students use graffiti to communicate a lot of information that would be beneficial to the head teachers, quality assurance officers, students’ counsellors, policy makers and other stakeholders. Classroom teachers may also use graffiti to establish the unspoken students problems and behaviour and thus prevent entropy of the school system. A Paper Presented at the 4th International Conference on Education, Kenyatta University. 13th - 17th July, 2015 Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1707 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1661 An Investigation of Utilization of Teaching Techniques That Enhance Integration of The Four Basic English Language Skills in Secondary Schools in Kenya Gathumbi, Agnes W.; Ogalo, M. O. English language in Kenya is taught as a second language and it is also the country’s official language, as well as the language of instruction (LOI) in secondary schools. It is through English that all the other subject contents are taught and examined (except for other languages). This scenario implies that proficiency in the LOI is essential if learners are expected to advance to institutions of higher learning for tertiary education. The four basic language skills that were of interest in this study are listening, speaking, reading and writing; grammar and vocabulary are embedded in these four. These skills are expected to be integrated during the actual classroom teaching. Performance in English language in Kenya Certificate of Secondary Education (KCSE) examinations (terminal secondary school examinations) has been going down, year after year. There was a need, therefore, to find out if teachers used the integrative approach when teaching English. Use of teaching techniques that promote integration of language skills is expected to improve language learning. The study was conducted in ten secondary schools in Gatundu district of Kenya. The sample comprised 20 English language teachers who teach Form three students and 10 Heads of English department. Instruments for collection of raw data were a questionnaire, a classroom observation schedule and an interview schedule. The SPSS program was used to analyze the generated qualitative data, which were presented descriptively using basic statistics. Research findings showed that most teachers found integration of language skills during teaching, a challenge. Classrooms were teacher-centered rather than learner-centered. A negative backwash effect was evident as 80% of the teachers said they ignored listening and speaking skills as they are not tested in KCSE examinations. Conclusions have been drawn and recommendations made. http://cuseinkenya.syr.edu/wpcontent/uploads/2013/01/ICE2011.pdf#page=711&zoom=auto,69,769 Sat, 01 Jan 2011 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1661 2011-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1601 Problematic Areas in the Didactics of Teaching and Learning French as a Foreign Langauge in Kenya Mulwa, Harrison; Gathumbi, Agnes; Ayot, Henry Performance in French as a foreign language (FFL) in secondary schools in Kenya had declined since the year 2006. Student teachers entering university to pursue studies in French are finding it more and more challenging to follow lectures delivered in French. Students’ performance in the national Kenya Certificate of Secondary Education (KCSE) examinations seemed to have been affected when the examination format was changed to include testing of communicative competence, in all skills. To rescue this situation, the need arose for the teachers of French to use pedagogical approaches that would enhance communicative competence in FFL teaching and learning. The Communicative Language Teaching (CLT) approach had been adopted as a method for use in the teaching of FFL in Kenya. It was observed from students’ performance that there has been a decline in performance in French since this change. This implies there are problems in the implementation and/or application of this approach. This paper is based on a study conducted to investigate the pedagogical implications of use of the CLT in teaching of French in secondary schools in Kenya. The objectives of the study were to: (a) establish activities that facilitate the application of the CLT, (b) establish teachers’ preparedness in using the CLT, (c) find out other methods being used to teach French, (d) identify the challenges faced by teachers and students of French and how these were mitigated, (e) establish availability and use of resources for teaching and learning of FFL. The descriptive survey design was used for the study. Ten schools in 5 Counties of the Central region of Kenya were sampled for the study. Other samples were 10 principals of secondary schools teaching French and 109 students of French. The instruments for data collection were: a classroom observation guide, a teacher’s questionnaire, a principal’s interview schedule and a students’ focus group discussion guide. A pilot study was conducted prior to the main study. Data were collected and analysed qualitatively using basic statistics. Inferential data were analysed using the chi-square. The findings of the study showed there was a marked degree of omission in the teaching and learning of French. The number of contact hours was found to be inadequate since French is a foreign language. Lack of modern equipment and shortage of other resources had negative effects, in relation to use of the CLT. The study also showed there was a difference between teachers’ knowledge of theory and practice, with regard to CLT. Conclusions and Recommendations were made to make teaching and learning of French effective in the attainment of communicative competence. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015 Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1601 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1596 The Task-Based Language Learning and Teaching (Actionable Perspective) of French in Secondary Schools in Kenya Lutiali, Leonorah C.; Bwire, Adelheid M. French is an official language of the AU, COMESA, UN and other international organization (KIE, 2002). Dewey’s educational theory (1902) states that the major flaw in instructional methodology is the inactivity of the learner. The Actionable perspective (TBLT), which is the focus of this study is assumed to be a more effective approach in French language acquisition. TBLT emphasizes learning by accomplishing various tasks by the learner. This learner-centered method will lead to the integration of the learner in the world community and make him/her a social actor (Rosen, 2009). The Engestrom Activity Theory (1987) shows how a wide range of factors work together to impact a task. Understanding the teacher’s role as one of these factors is essential in successful learning. Moreover, Hughes (2013) posits that instructional materials development is based on the learner’s needs. According to Sam (2014), integrating ICT in instructional methodology increases enrollment in the academic program. The objectives of this research are to find out teacher preparedness in using TBLT. In addition, it will look at other instructional methods used in teaching French, the instructional materials used and the behavior of the learner. The research will be descriptive and will be conducted in seventeen (17) secondary schools offering French in Nairobi County. Teachers in these schools will answer to a questionnaire on their understanding of TBLT. A lesson observation guide will be used to observe form three students in the French class to find out the learner attitude, motivation and success in performing various tasks. Purposive sampling will be used to administer a student written composition to sixty-eight (68) form three students in each of the schools. The three instruments of data collection; questionnaire, lesson observation guide incorporating Flanders interaction matrix and student test will be tested during the pilot study to ascertain validity and reliability. Data will be analyzed using the SPSS computer package and presented in tables and graphs. The research will be of benefit to curriculum developers and teachers, as it will bring out what should be considered as content in the French curriculum. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015 Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1596 2015-01-01T00:00:00Z