| dc.description.abstract | The purpose of this study is to investigate the impact of the Integrated English Curriculum on the
students’ performance in K.C.S.E in district schools in Kikuyu District. The main research
objectives are: to investigate how the teaching techniques employed in teaching the Integrated
English affects the students’ performance, to investigate whether the coverage of the Integrated
English Syllabus have any effect on the students’ performance in K.C.S.E, and to assess how the
availability of the teaching-learning resources affects students performance in English.
The literature review is subdivided into four sub-headings: the integrated approach, English
Curriculum and syllabus coverage, choice and use of teaching techniques and the availability of
the teaching-learning resources, from this review the theoretical and conceptual frameworks are
developed. The study adopts the descriptive survey design and covers six district schools,
nineteen (19) English teachers and one hundred and fifty two (152) Form Four students are
involved in the study. To collect data two categories of questionnaires are used, that is, for
English teachers and for the Form Four students. The data collected is analyzed using the
descriptive statistics.
The main findings of this research are that, the Integrated English Curriculum is quite demanding
and it has really affected the students’ performance in the subject. In most schools teachers do
not employ and emphasize on the right teaching techniques, despite the fact that the syllabus is
covered in most schools, students still perform poorly in English, the teaching –learning
resources are not adequate in schools. The study revealed that students have a positive attitude in
English but do not allocate the subject sufficient time for revision, the use of vernacular is
rampant and there is insufficient language policy in schools, also teachers have high workload.
Based on these findings it is recommended that students should be encouraged a lot on usage of
English language, they should be encouraged to set aside more time for English revisions and
stringent language policy with consequences should be introduced in schools. The teaching –
learning resources to be made readily available, the teachers should choose and use the right
teaching methods and have evaluation tests frequently. It was further recommended that teachers
should have lighter workload and more time to be allocated to the subjects so that teachers can
have enough time to cover the syllabus content adequately. In the view of delimitations of the
study it is suggested that similar research to be carried out on the Integrated English Curriculum
to establish whether the complaint of it being too wide and demanding a lot from both the
teachers and the students is justified. | |
