dc.contributor.author | Wayong’o, John W | |
dc.date.accessioned | 2019-01-14T06:10:52Z | |
dc.date.available | 2019-01-14T06:10:52Z | |
dc.date.issued | 2018 | |
dc.identifier.uri | http://hdl.handle.net/11295/104549 | |
dc.description.abstract | The purpose of this study was to determine the effect of guided classroom talk on
imaginative writing skills of public boys’ secondary school students. The study
was anchored on Output hypothesis. The study was guided by three research
objectives namely: determine the effect of amount of time given for guided
classroom talk on imaginative writing skills of public boys’ secondary school
students; determine the effect of content of guided classroom talk on imaginative
writing skills of public boys’ secondary school students; determine the effect of
context of guided classroom talk on imaginative writing skills of public boys’
secondary school students. The study used prospective self-control cohort
research design. The study was carried out in Kimilili-Bungoma Sub-County. The
target population of the study comprised Form Three students of public boys’
secondary schools and their English language teachers. The study randomly
selected one public boys’ secondary school and used purposive sampling to select
400 Form Three students in that school together with 10 English language
teachers. Data were collected using teacher questionnaires and individual
interviews, classroom observation and document analysis checklists and pre- and
post-tests. Data were analyzed using descriptive and inferential statistics with aid
of SPSS. The findings of the study indicated that time has a significant effect on
students’ imaginative writing skills but content has no effect on students’
imaginative writing skills. Further findings indicated that context has a minor
effect on students’ imaginative writing skills. This meant that guided classroom
talk has an effect on students’ imaginative writing skills. It is recommended that
more time should be given to students’ talks or collaborative activities in class,
teachers should avoid using phrases that signal lapse of time during classroom
talks, topics for writing should be chosen according to learners’ age, and teaching
writing should be done in a free and friendly environment. Findings of the study
should form the basis for policy reviews by the Ministry of Education on teaching
imaginative writing in secondary schools in Kenya. Scholars can use these
findings to establish effect of guided reading on imaginative writing skills. | en_US |
dc.language.iso | en | en_US |
dc.publisher | university of nairobi | en_US |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
dc.subject | Talk on Imaginative Writing Skills | en_US |
dc.title | Effect of Guided Classroom Talk on Imaginative Writing Skills in English of Public Boys’ Secondary School Students in Kimilili-bungoma Sub-county, Kenya | en_US |
dc.type | Thesis | en_US |