Factors influencing the teaching and learning of English language in public primary schools in Kanduyi Division, Bungoma County, Kenya

Abstract

The purpose of this study was to investigate the factors that influence effective teaching and learning of the English language in public primary schools. The performance that is realized in national examinations at the end of eight years in primary schools in Bungoma South District especially motivated this study .Not only have the results been on the decline but they also have been lower when compared to the other five examinable subjects in the primary school curriculum,

This study sought to find out if teaching and learning resources influence effective teaching/learning and performance of English language; If a school language policy has influence; it assessed the influence of teachers' work-load on delivery and, in addition; the importance of school-based monitoring and assessment as a tool of boosting effective teaching/learning and performance of English language in public primary schools. The study was based on theoretical and empirical literature. It was guided by the constructivist theory which is grounded in the fact that learning is not abstract but rather requires manipulation, motivation and supporting resources. That learning is a result of accommodation and assimilation.

The empirical literature cited showed what other related studies had dealt with, their findings and recommendations. This report revealed that the entire district has a biting shortage of staff and urgently requires teachers so as to address the excessive workload. It also brought out evidence of lack of resources such as libraries and text books, classrooms and desks. The findings do concur with previous findings on the facts that schools require a policy on language to be put in place so as to uplift standards and that monitoring is necessary for high standards and better results in English language.

Descriptive survey research design was used and results were analyzed by use the statistical package for social sciences (SPSS) then presented in form of frequency tables, percentages and cross tabulation. The entire population of public primary schools was 91. A sample size of 45 schools was under study from the 3 zones. The division has approximately 785 teachers of English of whom 130 were the respondents in this study. This sample population was arrived at using Yamane (1967).

Data was collected using a questionnaire and presented using descriptive techniques and statistical inferences. The study findings are expected to enable teachers of English review teaching/learning activities and methods with an aim of improving effective teaching/learning so as to achieve better results. It will assist curriculum designers to come up with clear guidelines so as to streamline language teaching in schools. Teacher training institutions will also benefit by incorporating the findings in methodology modules for practicality in the teaching of English language and realization of good results both in internal and external examinations in public primary schools. On the other hand, the findings is once again drawing the government's attention to addressing the issue of staffing in public primary schools with an effort to provide quality and accessible education for all the children in Kenya today.