| dc.description.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 | en_US |
