An Assessment of Teachers’ Adaptation Techniques in the Implementation of Integrated English Curriculum in Secondary Schools in Wareng Sub-County, Uasin Gishu County,Kenya

Abstract

English is one of the core subjects taught under the secondary schools curriculum in Kenya. The subject has undergone a number of changes since 1992. The 1992 syllabus review was intended to create an improvement on that of 1984 which saw the inception of the 8-4-4 system of education in Kenya. It was under the 8-4-4 system that the Integrated English Curriculum was introduced. However, a number of studies have shown that the secondary schools English language curriculum implementation has been experiencing challenges. Therefore, this study identified and assessed teachers’ techniques of adapting to and managing these challenges in order to enhance effective teaching and learning, in Wareng Sub-County. The objectives of the study included; determining the extent the teachers’ adaptation techniques to handle overloaded content, unmotivated learners, social influences such as mother Tongue and sheng and large class sizes have used by Integrated English Teachers. The study was guided by Concern-Based Adaption Model (CBAM). To achieve the above objectives, the study used a Descriptive Survey Design to target a population 30 HODs and 44 Integrated English language teachers who were sort using Purposive Sampling for the study in Wareng Sub-County. Validity was done by ensuring adequate and appropriate items in the instrument were relevant to research objectives. Reliability of the instruments obtained through the results of piloting. The sample size comprised of 75 respondents. Data was collected using questionnaires and interview schedule for teachers and HODs respectively. The study revealed that the most used techniques in handling overloaded content were; use of ICT, Team and Peer teaching and use of discussions and presentations. Providing encouragement, use of rewards and giving weekly tests were major techniques used to manage the challenge of unmotivated learners. Having a language policy and having debates in English language were key techniques in handling Sheng and Mother Tongue. The study also revealed that student-centered approach, dividing the class into manageable groups and strict rules were used to deal with many students in a class. The study concludes that challenges of teaching Integrated English are common and to respond to this, teachers have devised techniques for coping with the challenge. The researcher recommends the government to fully introduce and fund the use of ICT in schools, motivate learners by providing an encouraging environment, the schools to have strict measures on the language policy and the government to consider reducing the number of students per class for effective learning and teaching.