The teaching approach and performance in English language examinations: a case study of selected schools in Kitui district, Kenya
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Date
2011-09
Authors
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Publisher
Kampala international University, College of Education, Open and Distance Learning
Abstract
This study was aimed at discovering how the teaching approach affects the performance of English in national examinations. The researcher conducted the study in Kitui district, Eastern Province, Republic of Kenya, Employed both participant observation and the use of questionnaires, - which were duly filled by the respondents. The target population was English teachers and education officers in Kitui district. The sample size was four teachers in each of the four schools that the researcher chose to undertake the study in and ten education officers/administrators.
The findings were that structural approach is the most widely applied approach of teaching English. It has led to good performance in national examinations. However, it has some shortcomings which can be corrected when some aspects of situational approach are incorporated. It was recommended that structural approach, coupled with some aspects of situational approach and consideration of the learners' age, interest and ability be applied when teaching English.
The recommendations of this study will contribute immensely to the overall improvement in the performance of English in national examinations and they use the language for communication in the future.
Description
A Research Dissertation Submitted to the Faculty of Education in Partial Fulfillment of the Requirements for the Award of Bachelor of Education with Arts of Kampala International University
Keywords
Teaching approach, English language examinations, Schools in Kitui district, Kenya