Communally Constructed Texts In The Improvement Of English Verbal An]) Writing Skills Of Students In Ngariama Secondary Schools, Kenya .
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Date
2018-09
Authors
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Publisher
Kampala International University ,College of Education, Department of Open and E-distance Learning
Abstract
The study’s investigation was “Communally Constructed Texts (CCT5) in the Improvement of
Verbal and Writing Skills of Students in Ngariama Secondary Schools, Kenya”. The study
objectives were: to establish the inherent potential CCTs have in fostering improvement of
students’ verbal and writing skills; to ascertain the impact CCTs usage has on students’ verbal
and writing skills; and to suggest ways of better utilization of CCTs in the teaching/learning of
verbal and writing skills. The study employed a case study which made use of a quasiexperimental design. Both quantitative and qualitative methods of data collection were
employed. The study utilized 125 students and 10 teachers picked from 3776 and 236
respectively from 4 schools in Ngariama Location. A pretest was administered to the sampled
students to establish their homogeneity level and to determine the control and experimental
groups. A treatment was given to the çxperimental group; the post test was, then, given to both
groups. Inherent potential of CCTs, together with their impact on performance in verbal and
written skills were established. In addition, an interview was conducted on teachers to obtain
their opinions about students’ usage of CCTs and performance in verbal and writing skills. Data
obtained was thematically presented. The findings on objective one revealed that students come
into classroom with background cultural knowledge in form of CCTs which facilitates learning
of English. Findings on objective two showed that CCTs have a tremendous impact on
improving students’ verbal and writing skills; this was evident since the experimental group had
a better improvement than the control groups. Findings on objective three revealed that
curriculum developers should formulate a syllabus that advocates for multiculturalism. In
addition, teachers must appreciate cultural diversity and community of meaning. The researcher
concluded that if teachers emphasize use of proverbs and riddles in teaching English language
and other classroom activities, there would be improvement in students’ performance in both
verbal and written texts. The researcher recommends: curriculum developers ought to formulate
a syllabus that advocates for multiculturalism; teachers of English must appreciate community of
meaning; and the government through the Ministry of Education should deploy English teachers
within their cultural setup such that they are able to inculcate the cultural elements.
Description
A Research Project Submitted To The College Of Education, Open Distance And E- Learning In Partial Fulfillment Of The Requirements For The Award Of Degree Of Master Of Arts In English Of Kampala International University.
Keywords
Writing Skills Of Students, Improvement Of English Verbal, Communally Constructed Texts