Factors influencing language proficiency in Kenya Primary Schools, and their effect on Performance (implications for the curriculum)

Abstract

The present study was set up to investigate into factors that influence the pupil's ability, at the primary school level, to acquire sufficient functional proficiency in the language of instruction and their effect on performance. The findings of the investigation would form a basis for recommendations for both curricular and system changes in the system then existing with a view to enhancing the pupils' gain from the system both in qualitative and quantitative terms. The four hypotheses upon which the study was based were that in-school resources, per pupil cost would significantly promote learning in school and hence language learning and proficiency; that the social environment of the child would significantly influence the direction of the pupil's acquisition of language proficiency; that the school linguistic environment to which the children are exposed would significantly influence the acquisition of language proficiency; and that the residential background of the children (measured by the Urban/Rural dichotomy) would significantly influence the acquisition of language proficiency.