School-Based Factors Influencing Pupils’ KCPE English Language Performance in Kalokol Ward, Turkana County, Kenya

Abstract

The English language is the medium for teaching in most developed and developing countries. It is a compulsory subject tested at KCPE in Kenya. Nevertheless, many public primary schools in Kalokol Ward in Turkana County, Kenya have continued to perform poorly in the English language in national examinations. This study aimed to assess how the performance in KCPE English language was influenced by the school based factors. The study was guided by four objectives which assessed the influence of the teaching load; instructional resources; head-teacher’s supervisory role on performance of the KCPE English language, and also examined the moderating effect of teachers’ attitude. This study was informed by input–output theory. It used mixed methods approach and adopted descriptive survey research design. Data were collected from 23 public primary schools in Kalokol Ward. All the head teachers participated in the study, while, a proportionate simple random sampling technique was employed in selecting 73 English language teachers. One pupil from standard seven from each sampled school participated in focused group discussion. A questionnaire was administered to teachers, while head teachers were interviewed. The KCPE results for the last 5 years were also analyzed. The validity and reliability of the tools were checked before they were used in the main study. A response rate of 76.7% was achieved. Quantitative data was analyzed using SPSS, where mean and standard deviations were computed, while, regression analysis helped to test research hypotheses. The qualitative data were analyzed using thematic technique. Results were presented using figures, tables, themes and narratives. There was a decline in the mean performance scores in the KCPE English language in public primary schools in Kalokol Ward which was attributed to poor teaching strategies, inadequate supplementary resources, shortage of teachers, failure of learners to practice speaking English outside the classroom, the use of mother tongue in the school, and weak monitoring systems. The English language teachers had high teaching workload, limited personalized time with pupils, while schools were averagely equipped with print instructional resources for the English language. Schools lacked digital information resources, story books, and multimedia sources on English series, and purpose-built library. The head-teacher plays a key role in monitoring, supervising, evaluating and ensuring effective implementation of the English language curriculum. The attitude of the English language teachers did not moderate the school-based factors and the pupils’ KCPE English language performance. All the school-based factors were individually and jointly statistically significant in influencing the pupils’ KCPE English language performance. The study recommended employer–based, administrative-based, learners-based, teacher-based solutions, institutional-based and policy based solutions to address the poor performance in the pupils KCPE English language. These implied changes in practices in the supply of instructional resources, quality of interactions with learners; monitoring, controlling, evaluating and rewarding programmes in the school. They also indicated need to improve policy on the teaching loads, co-teaching, motivational programs, and capitation for strengthening learning facilities in each public primary school in Kenya