| dc.description.abstract | The purpose of this study was to establish the school-based factors influencing
students’ performance in English language at the Kenya Certificate of
Secondary Education in Kaplamai division, Trans-Nzoia County in Kenya.
Specifically the study sought to establish the influence of teaching and
learning methods, students’ attitude towards English language, school’s
learning facilities and professional competence levels of teachers on the
performance of students in English language and the challenges that students
face while learning English language in school.
The study adopted descriptive survey design of the public secondary schools
in Kaplamai division. It employed proportionate sampling technique in
selecting the sample size for the students and census for the head teachers and
teachers of English giving final sample sizes of 15 head teachers, 54 teachers
and 243 students. The data for the study was obtained using interview
schedules from the head teachers and questionnaires from both the teachers
and students. After the data collection, the researcher coded the data using
computer softwares and analyzed it using descriptive and inferential statistics.
The output was presented in form of tables and charts for interpretations and
discussions.
The study concluded that group discussions is the method that is mainly used
in teaching because it is participative and involves all the students specially
the weak students who may need extra emphasis on difficult areas. The
students have a positive attitude towards English and as such they have
consistently improved on their performance since 2008. The study found out
that public secondary schools in the division are well equipped with
classrooms and libraries. The teachers of English have been adequately trained
with the basic requirements to teach English and are receiving regular inservice
trainings especially through the NES and Ministry of Education. The
major challenges facing students in learning English are, frequent use of
mother tongue by students, uncooperative teachers, misunderstanding of
concepts like grammar, spelling, pronunciation and poor writing skills.
The study recommends that to improve on the students’ performance in
English, the schools should regularly organize seminars and workshops for
teachers, avail well equipped libraries with relevant books in the schools,
provide adequate learning resources and facilities. Students’ performance
could further be improved by having positive attitude towards English subject
by both students and teachers. The study further recommends that language
policy should be strengthened in schools and schools heads should ensure that
the syllabus is completed on time. The schools should have professionally,
qualified and adequate teachers of English as well as good will from the
parents and school administration to support the English department. | en |
