Teacher-related factors and errors preschool children make in learning English language in Murang’a county schools

Abstract

Teachers play a significant role in pupils’ academic achievement in English subject. This implies that the effect of their teaching can be reflected in pupils’ performance and behavior. The errors they make and the methods of teaching they employ can also be reflected through pupils. The present study sought to examine teacher-related factors and errors children make as they learn English language in preschools in Murang’a County. The study was guided by the following research objectives: To find out how the teacher’s instructional methods influence the errors that pre-school children make as they learn English; to investigate the influence of the teacher’s errors on errors pre- school children make as they learn English, to; examine how the teacher’s attitude towards English influences errors pre- school children make as they learn English; and to determine whether the teacher’s professional training influences errors pre -school children make as they learn English. The study employed a survey research design consisting of 100 pre-schools, teachers and pupils in Murang’a County. Data were collected through questionnaires for teachers and observation schedule for children. Data were analyzed using the Statistical Package for Social Sciences (SPSS version 22.0). Results were presented using both descriptive statistics and narrative techniques. The study found that teachers’ professional training and errors they made influenced pupils’ errors in English to a very great extent. It was also revealed that teachers’ instructional methods as well as their attitude towards the subject were key to the errors made by children as they learnt English. The study recommended that in order for the subject to improved, there is need for learning institutions, especially the pre-school sector, to embrace teacher in-service training as well as organizing for English seminars and workshops. It was also recommended that there is need for teachers to encourage themselves and actively take part in organized seminars.