Determinants of Students Performance in English in Primary Schools
| dc.contributor.author | Muthoni Njauni, Loise | |
| dc.date.accessioned | 2019-12-27T08:15:21Z | |
| dc.date.available | 2019-12-27T08:15:21Z | |
| dc.date.issued | 2008-09 | |
| dc.description | A Research Report Submitted to the Institute Of Open and Distance Learning in Partial Fulfillment of the Requirement for the Degree of Bachelor in Early child hood and primary education of Kampala International University | en_US |
| dc.description.abstract | This research was carried out on determinants of poor performance in English in primary Schools in Mathare Slums Nairobi, Kenya. It concentrated on the lower farms as it was felt that poor performance at the National Examination could be starting at the low levels. The purpose of the study was to examine the factors responsible for the above so that measures would be taken to correct or rectify the situation. The specific objectives therefore ranged from determining the qualified teachers teaching English to the treatment of students in the school situation. In this treatment, factors like co-curriculum activities, ethnic background and physical facilities were investigated. Rational for the study was that the information provided would be used by curriculum implementers to ensure successful implementation of the same. Corrective measures also can be instituted after provision of factors as this paper sought to do. To do this research work took the form of a survey study covering five schools from the selected area. A hundred and fifty students were selected randomly to participate in the study. Among the respondents were also fourteen teachers and a few principals. To collect data, about three instruments were used. These were questionnaires, interview schedules and observation sheets. All collected useful data. This data was collected using discipline methods and it was presented using tables and measures were through the percentages. The study revealed that among others the determinants of poor performance in English was due to poor job satisfaction because most of English teachers did not really train as English teachers. Another factor was lack of utilization of available learning resources. It was also noted that these schools had very few clubs that could really help them to learn English with no exception of ethical background. The main findings in this study were that most of the teachers teaching English through professionally as teachers have actually not been trained to teach the correct integrated English taught in our school. Also involving students in co-curriculum activities provides them with exposure and thus the four aspects of language are learnt in real situations outside classroom. It was found out that students’ attitude towards both the teacher and the subject affects their performance. Recommendations were made to the policy makers in matters of English education and also to further researchers. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/5793 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open & Distance Learning | en_US |
| dc.subject | Students Performance | en_US |
| dc.subject | English | en_US |
| dc.subject | Primary Schools | en_US |
| dc.subject | Mathare Slums Nairobi | en_US |
| dc.subject | Kenya | en_US |
| dc.title | Determinants of Students Performance in English in Primary Schools | en_US |
| dc.title.alternative | : case Study: Mathare Slums Nairobi, Kenya | en_US |
| dc.type | Thesis | en_US |