| dc.description.abstract | The purpose of this study was to investigate the influence of the integrated English curriculum on students‟ performance in English at the KCSE in Masinga division, Kenya. The study was guided by the following objectives: to establish how the teaching techniques employed in teaching the integrated English affects the students‟ performance, to determine how the content of the integrated English syllabus influence the performance of English at KCSE level and to establish the extent to which internal assessment of English influences performance of English.
The study adopted the descriptive survey method of research. The target population was public secondary schools in Masinga division. The target population of this study was 23 schools, 41 teachers of English and 690 students. Questionnaires were used as the research instruments. There were questionnaires for the teachers of English and students. The data collected was analyzed using the descriptive statistics.
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The main findings of this research are that both the students and teachers had a positive attitude towards the integrated English curriculum. The teachers of English felt that the design of the English curriculum had an effect on the performance though with varied reasons. Although the teachers employed the right teaching techniques and had the necessary professional documents and adequate teaching learning resources, the students still performed poorly. The study revealed that students can only do simple reading and listening with little ability to use these skills to correctly infer and interpret meaning of process information from a variety of sources. Speaking accurately, confidently, fluently and appropriately in a variety of contexts seems to be the most difficult of all. The regression analysis found that teaching techniques employed in teaching, content of Integrated English syllabus and the internal assessment and evaluation influence performance of English at KCSE level.
It is recommended that students should be encouraged to establish a reading culture. All public secondary schools should maintain a reading culture where the students can communicate fluently in English. Schools should set aside enough time and resources to effectively and efficiently in-service areas of grammar in literature and literature in grammar | en_US |
