Effectiveness Of The Strategies Used In Integrated English Learning Approach On Achievement Of Linguistic Skills In Public Secondary Schools Of Bungoma County, Kenya

Abstract

In spite of the efforts to enhance the performance of English in Kenyan secondary schools, there have been persistent challenges in using the integrated English approach on learning achievement of linguistic skills. The purpose of this study was to assess the use of integrated English approach on learning achievement of linguistic skills in public secondary schools in Bungoma County. The specific objectives were to; establish the effectiveness of instructional methods, evaluate the effectiveness of learner motivational strategies, examine the effectiveness of evaluation techniques, find out challenges faced by teachers in adopting integrated English approach and determine the influence of challenges of integrated English approach on achievement of linguistic skills. The study utilized descriptive survey research design using mixed methods approach. A sample size of 251 teachers and 134 Heads of languages department was used. Purposive, Proportionate and simple random sampling techniques was used to obtain the respondents. Data was collected using questionnaires, interview schedules, observation and document analysis. The validity of the instrument was tested through expert judgment while reliability was achieved using Croncbach Alpha. Quantitative data was analyzed by use of frequencies, percentages mean and standard deviation. Pearson correlation analysis was used to test the relationship between independent and dependent variables. Qualitative data was analyzed thematically and presented in narrations and quotations. The study found that a majority (85%) of the teachers believed that students in integrated English lessons get opportunities for interaction and participation in the classroom enabling the acquisition of speaking, writing, reading and listening skills. Majority (69.2%) of the teachers believed that use of student centered learning approach in teaching integrated English enhances students‟ acquisition of speaking skills. Similarly, majority (67.7%) of teachers depended on textbooks largely as the exclusive teaching and learning resources. Further, a majority of the teachers reported that students had not made an efficient use of range of learning resources. Further, majority (72.2%) of the teachers revealed that standardized achievement test outcomes were used for high-stake decisions in assessment for learners‟ acquisition of linguistic skills. Further, majority (84.8%) of the teachers of English were of the view that their students were not able to recognize words and improve on their phonological skills despite the use of various evaluation skills in integrated English in secondary schools which were aimed at improving learners‟ acquisition of linguistic skills. Moreover, majority (80.6%) of the teachers were of the view that teaching summary skills under reading and writing enabled students to acquire competencies in writing skills. Majority (78.4%) of the teachers had negative attitude towards teaching listening skills using comprehension passages. In addition, majority (62.1%) of the teachers believed that learners‟ attitude towards composition writing played a key role in acquisition of writing skills. In addition, attitude, teachers‟ competencies and time factor had significant positive correlation with learners‟ acquisition of linguistic skills. The study recommended that teachers of English need to embrace the use of journal writing to demonstrate use of English grammar thus enabling students‟ acquisition of linguistic skills. In addition, there is need for collaborative teaching as it enhances achievement of linguistic skills. The findings of this study will be significant to teachers of English in re-evaluation of teaching strategies and may also assist curriculum planners and developers at Kenya Institute of Curriculum Development (KICD) on need to organize in-service course for teachers of English in line with the revised curriculum.