Factors contributing to poor English performance amongst learners in an inclusive setting: a case study in Soi zone, Koibatek district Kenya.
| dc.contributor.author | Milka, Kiptoo | |
| dc.date.accessioned | 2020-07-27T06:50:56Z | |
| dc.date.available | 2020-07-27T06:50:56Z | |
| dc.date.issued | 2009-08 | |
| dc.description | A Research Report Submitted to the Institute of Open and Distant Learning in Partial Fulfillment of the Requirement for Award Degree in Special Needs Education Kampala International University Kampala – Uganda | en_US |
| dc.description.abstract | The knowledge of English is of great practical aspect in the scientific and technological fields. English is widely recognized as an important qualification for employment and further studies. It provides a unique type of experience in problem solving which is an essential component of a complete education. Though English is important, many pupils in schools continue to perform poorly in the subject especially in internal and end term examinations. This is also the case in Soi Zone, Mogotio Division in Koibatek District. Schools put more emphasis on the cognitive aspects of Learning the subject for passing examinations and certifications while the effective aspects of Learning are not examined are seen as being of little value. The purpose of this study was to examine and analyze the factors contributing to poor performance in English amongst learners in an inclusive classroom in Soi Zone, Koibatek District. A sample of class five in five schools and their teachers, headteachers and parents responded to questionnaire that measured pupils' English poor performance. The questionnaire was validated and found to be reliable. The results of the study showed that there are factors which contribute to poor performances and include poor teaching methods, negative attitudes amongst pupils and teachers, large class enrolment and inadequate teaching and learning materials. The findings of this study are expected to be useful to the English teachers, pupils, teacher trainers and counselors in understanding and improving Learners' English performances through timely interventions. They are also important as a basis for future research. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/11265 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning | en_US |
| dc.subject | Poor English performance | en_US |
| dc.subject | Learners | en_US |
| dc.subject | Soi zone, Koibatek district | en_US |
| dc.subject | Kenya | en_US |
| dc.title | Factors contributing to poor English performance amongst learners in an inclusive setting: a case study in Soi zone, Koibatek district Kenya. | en_US |
| dc.type | Thesis | en_US |