CHAPTER ONE

1.1 INTRODUCTION

English is the medium of communication in our institutions as well as the official language of the
country. Therefore, secondary school students need effective English language to function
properly or perform better. Fema, (2003) was of the view that "a person is functionally literate
when he acquired the knowledge and skills in reading and writing which enables him to engage
effectively in all those activities in which literacy is normally assumed in his culture of a group.
English is the medium of instruction in our schools and a compulsory school subject that must be
passed at all levels of education Danladi, (2008).

However, is disheartening to note that poor performance of students in the English language at
public examinations in recent times has been explained as a major cause of decline in the general
academic performance and standard of Education. Oluwole (2008). The performance of English
over the past years at the national level (K.C.S.E) has not been satisfactory. The national results
have always been below the target mean. This promoted research to ascertain the reason behind
the dismal performance in English. The research narrowed down its investigation and findings to
schools within Tuuti-Marakaru ward in Bungoma county Kenya. The aim of this research,
therefore, to know the causes of poor performance in English language and thus suggest after the
finding ways in which this issue can be mitigated.

1.2 BACKGROUND OF THE STUDY

According to research conducted in 2022, English is spoken by approximately 1.35 billion

people worldwide which translates to 17% of the world's population (Gration,2022). The
research further asserts that in about 75 countries worldwide English is an official language, and
about 138 countries around the globe have English as a mandatory subject in the school
curriculum. These statistics show how the language is esteemed. English has gained a special
status globally. The language is being spoken as a first language in countries like the USA,
Canada, Britain, Australia, several Caribbean countries among others (Crystall,1997, Grandol,
1997, Komin, 1998). Additionally, other countries have given it a special credence. As a second

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Language English is used as an official language (Cristall, 1997) or the language of
administration (Gradol, 1997) in countries like India, the Philippines, Nigeria, South Africa,
Uganda, and our country Kenya.

English is also the language of Science and Technology with about 85% usage (Kaplan, 2000;
Mauranen, 2003). Additionally, it is the language of academics, trade, business, and economics.
Zeen (2012) concurs with this in his assertion that it is also the language of electronic gadgets
like computers and cell phones that help connect people and businesses globally. Effective
schools have always advocated for high intellectual competency, and professional attitude
towards staff development in Scotland (Drever, 1991). Most linguistic theories link L1
acquisition with better L2 Learning. Similarly, most educationists across the globe and
curriculum developers have seen a relationship between teaching techniques and learner
performance in a given field of study or subject. In Kenya, according to Kamunge report (1988),
education and training are an investment for National development. It has been used to equip and
prepare the youth with the knowledge, skills, and expertise necessary to enable them to play an
effective role in society and to serve the needs of national development. The performance of
language can therefore not be ignored. Despite the number of research conducted regarding this
problem and related ones, there is still a need for further research in order to solve the problem
thus the necessity of this research.

1.3 STATEMENT OF THE PROBLEM

In Nangeni Girls Secondary School, school examination averages have been below the national
examination averages over the years. The results have indicated a decline in the mean score from
2017, but also in previous years. As a matter of concern, the mean score has been below 6.0
which is worrying (KNEC results).

The choice of English in the study was reached based on its centrality in instruction. From grade
four onwards is the medium of instruction (Gachathi commission, 1976). Regardless of the value
attached to it, the poor performance by students in the language in KCSE for the past years has
raised much concern. This has been backed by the public, teachers and lecturers, government
officials, and public employers who find inadequacy of language skills and knowledge by School
and College leavers (Okwara, 2009).

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1.4 RESEARCH OBJECTIVES

The proposed research aims at the following.

1. Finding out the influence of mother tongue or native language in the performance of
English secondary schools within Tuuti-Marakaru Ward, Bungoma County-Kenya.
2. Investigating the relationship between availability and adequate instructional materials
and English performance secondary schools within Tuuti-Marakaru Ward, Bungoma
County-Kenya.
3. Investigating the effects of teaching methodology in English performance secondary
schools within Tuuti-Marakaru Ward, Bungoma County-Kenya.
4. To assess how language policy in Kenya influences the performance of the English
language in secondary schools within Tuuti-Marakaru Ward, Bungoma County-Kenya.

1.5 RESEARCH QUESTIONS

The following are the research questions

1. What is the influence of mother tongue or native language in the performance of English
in schools within Tuuti-Marakaru Ward?
2. What are the effects of teaching methodologies in English performance in schools within
Tuuti-Marakaru Ward?
3. What effects does availability and adequate instructional materials have in English
performance in schools within Tuuti-Marakaru Ward?

4. What is the influence of language policy in Kenya on the performance of the English
language in schools within Tuuti-Marakaru Ward?

1.6 SIGNIFICANCE OF THE STUDY

To give curriculum developers new insight into emerging issues on performance in English to in.

To influence Ministry of Education on policy making.

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To benefit the students by improving their performance in English which will give them
opportunities to pursue their career choices.

1.7 SCOPE AND LIMITATIONS OF THE STUDY

This study used sampled schools within Tuuti-Marakaru Ward, and not the entire nation or
County. There were also limited financial resources to cover most of the schools within the
Ward. Some of the respondents had a negative attitude as the research was being conducted.
However, the data collected was able to meet the intended objectives of the research.

1.8 DELIMITATIONS

The study does not cover all the schools within Tuuti-Marakaru Ward.

The study was limited to a time framework and a limited amount of financial resources.

1.9 THEORETICAL FRAMEWORK

One of the causes of poor performance in English in secondary schools was a failure by teachers
of English to use teaching resources and aids during English lessons. This caused content
delivery process not to be effective. When teaching aids are incorporated in the teaching and
learning process, the lesson becomes enjoyable and memorable, and learners retain the
information taught. A negative attitude was another factor that caused low performance in
English according to the research. Such an attitude caused learners to become disinterested in the
English subject resulting in failure to achieve their set targets.

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CHAPTER TWO

2.1 LITERATURE REVIEW

A literature review is an overview of previously published works on a topic Marsden &

Littler,1998).

2.2 TEACHER AND LEARNER ATTITUDE AND PERFORMANCE IN ENGLISH

A school is a social unit established by members of society as a formal agency of education

where students learn about customs, attitudes, and ways of doing things in society. According to
Robert (2002), a school in a sociological context is a place where the culture of the people is
transmitted from one generation to another. The study was guided by Erikson’s Theory of
psychosocial stages of development developed by Erikson (Erikson, 1968). He posited that
notable development occurs during Adolescent: physically, emotionally psychologically,
physiologically, and socially. Erikson’s Theory emphasized on human personality, the
imposition of social control on innate emotions, and a child's acquisition of the expected effect of
experience with regard to how the world will treat him or her.

According to Robert and Rodney (1995), studies indicate that roughly 5,000 discipline cases in
secondary schools occur annually among Adolescents aged between 13 and 19 years. Most of
these are secondary school students. This was supported by the former minister of education Dr.
Fred Matiangi that discipline cases had a negative effect on anyone, especially in relation to
academic performance. The negative attitude students have towards English that English is a
hard subject has a negative influence on their performance in English. Worst if it comes from
adolescent students with such prior knowledge. According to Rodney (1990), the public image of
English is negative. He further argues that linguists are arrogant, egocentric, elliptically female
social misfits who lack social antenna, common Sense, and a sense of humor. This creates a
negative public image of linguists to their learners. This has detrimental effects on the
performance of English. Brown and Porter (1999) asserted this by writing that linguists
themselves are to blame because they failed to define it in a global sense to their students. This
alone gives learners a negative attitude towards English and in turn to performance.

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2.3 TEACHING AND LEARNING MATERIALS AND STUDENTS’
PERFORMANCE IN ENGLISH

There has been a strong relationship between instructional materials and the overall results or
achievement in the English language. In China for instance English is taught as a foreign
language, the textbooks of English form the basis of the curriculum in the teaching and learning
of English. This includes tests and examinations which shows the indispensable role textbooks
play not only in the teaching and learning of English but also in the overall results of a learner.
This has been echoed by Richards (1998) with this claim that many schools and language
programs, textbooks form the essential curriculum in the teaching and learning of the English
language.

Hutchinson and Taurus (1994) emphasized the importance of textbooks in the teaching and
learning of English and the overall performance of learners as follows " textbooks provide a
guide to teach more effectively,". He further said that it saves time, gives direction to lessons,
guides discussions, facilitates giving of homework, better organized... and makes learning easier,
faster and better."

In 2005 a survey was conducted by Education Insight in Kenya that revealed the inadequacy of
learning facilities especially textbooks in Kenya schools. Yeya (2002), agreed with this research
and drew a relationship between the inadequacy of instructional resources and the overall
national performance. The higher the ratio the better the performance in the English language.

Bitamazire (2005) asserts that the availability and adequacy of instructional materials should be
accompanied by supervision and correct usage for effective teaching and learning to take place
these materials include audio-visual materials (which are diagrams flipcharts computer monitors
slides pictures); printed materials ( handouts, charts, textbooks, study guides...).

Ayota (1987) points to the centrality of the teacher. That these instructional materials should not
replace the teacher. Recent research (2012) indicates that the government has ensured the
availability and adequacy of instructional materials (KLB textbooks and set books). This resulted
from the awareness of the relationship between the availability and adequacy of instructional
materials and overall performance of the English language, and other subjects in the national
examinations.

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2.4 TEACHING METHODOLOGY AND LEARNERS’ PERFORMANCE IN
ENGLISH

Teaching methods are categorized into two: teacher-centered approaches and learner-centered
approaches (Oigara, 2012). Teacher-centered approaches include lecture method, drilling and
questioning. On the other hand, learner-centered methods include pair or group work,
demonstration, guided learning, role play or drama, and project-based learning. Learner-centered
approaches place the learner at the center of the teaching and learning experience according to
Collins (2003).

There is a relationship between teaching methodologies and learners’ results. For instance,
Macho (2012) asserted that poor teaching methodologies led to the underperformance of the
English language. One of the commonly preferred teaching methodologies according to Odundo
(2013), who concurs with Macho, is the lecture method, drilling, and questioning. However, he
argued out that these make the learner a passive recipient than an active participant in the
acquisition of knowledge. At the end of the course or study the learner ends up achieving
dismally.

Namasaka, Mondoh and Wasike (2017) conducted a research in Kenyan schools in methodology
versus learner's academic achievement and concluded that demonstration, experiment and lecture
methods will be effective in the improved performance of learners academic performance.
However, this was disputed by Odundo (2003), who asserted that this teaching methodology
fitted well in science subjects especially biology chemistry, or physics, and not Languages
English being one of them.

2.5 LANGUAGE POLICY AND THE PERFORMANCE OF THE ENGLISH

LANGUAGE

In South East Asia, a rising number of educational programs encourage a mother tongue
approach in teaching and learning different core areas. Cambodia Malaysia, Indonesia, Thailand,
Timor L'Este, and Vietnam are among the countries in the region which adhere to the emerging
language-in-education policy (UNESCO, 2007). There was an order by the Department of

7
Education in 2009 (Department Order No.28, s. 2013) regarding this Bilingual policy. The order
requires the first language of the learners to be used as the medium of instruction in all subjects
up to grade three with Filipino and English being taught as separate subjects (Department Order
No.74,s. 2009). This brought contest issues and more research. Wyk et al (2106) noted in their
research that despite the pervasive criticism and ongoing arguments in favour of mother tongue
as a medium of instruction during the early years of education, educationists should opt for the
dominant language or the language of wider communication like English to be implemented in
schools as soon as possible. They father quote Poter's (Porter,1999 in Wyk et all, 2016)
explanation of the maximum exposure hypothesis which states that the more a person is exposed
to learning a language the better a person will do in it.

In Kenya the language policy states that the child's L1 either mother tongue or the language
commonly spoken in the school's catchment area should be used as the language of instruction in
Lower primary up to the end of the third grade (Iraki, 2003).

Zergani (2016) conducted a research on the effects of using and teaching with mother tongue
language in primary school. His conclusions where that teaching the mother tongue alongside the
second language allows the sounds and structures of the language to be transferred more easily.
The child builds on what is already known and understood... He further argued that as the
language development progresses, concepts already understood in L1 are more easily transferred
into L2... Thus the research conclusively established that simultaneous L1 and L2 learning has
enhanced linguistic and educational development. Furthermore, it was discovered that success
and ability in the mother tongue is a strong predictor of success in the L2. The learners with
strong L1 foundations performed better in L2 exams and education. After the implementation of
the L1 as LOI up to grade three in Kenya, Mutea's (2020) research found out that teachers have
been faced with a dilemma of what language to use at lower primary, partly because of the
pupils’ inability to understand and communicate in English or Kiswahili. Furthermore, some of
the teachers were unable to speak in the language of the catchment area. The most common
practice by the teachers ended up being using a mixture of mother tongue, Kiswahili, and
English as LOI in lower primary. Additionally, many parents preferred having their children
taught in either English or Kiswahili and not in vernacular languages which was perceived to be
of little benefit to their children. She also discovered that teachers like their students had

8
developed a negative attitude toward the use of L1. Like Zergani (2016), Mutea's (2020) research
recounts the benefits of L1 usage in instruction and communication at lower primary and at
different levels of study as excelling in the L2 language examination and the general
examination.

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CHAPTER 3

3.0 INTRODUCTION

This chapter covers the research methodology, research design, location of the study, target
population description, sampling technique and size, research statements, validity and reliability
of research instruments, piloting of the research instruments, data analysis procedures, and data
collection procedure.

3.1 RESEARCH METHODOLOGY

Research methodology is the specific procedures or techniques used to identify, select, process
and analyze information about a topic (Mugenda and Mugenda, 2003).

3.2 RESEARCH DESIGN

The study will be carried out using a Descriptive Research Survey Design. According to Orodho
(2002), a research design is the scheme, outline, or plan that is used to generate data, as per the
research objectives, in response or relation to research problems. He further asserts that a
descriptive research survey Design is an appropriate way of evaluating educational programs
since educational activities operate in a social context (ibid, 2005). A survey in research has been
found to be effective in describing the characteristics of the population under study (Fraenkel &
Wallen, 2000). This, therefore, makes this design ideal for this study. This is because the study
will be conducted in a setting that requires direct responses from the respondents, and where
there will be investigation of existing phenomenon without manipulating the variables. The
design also allows the participants to describe and provide their opinions regarding the variables
being studied in detail.

3.3 STUDY AREA

This is the place where the research will be conducted (Molotch, 1972). The research will be
conducted in secondary schools within Tuuti-Marakaru Ward, in Bungoma County-Kenya.

10
3.4 TARGET POPULATION

According to Mugenda and Mugenda (2003), a target population refers to an entire group of
individuals, events, or objects having common observable characteristics. It can also be defined
as the entire set of relevant units of analysis for data (Nachmias & Nachmias, 2009). The target
population will be all teachers of English, students, and the school principals of Secondary
Schools within Tuuti-Marakaru Ward, Bungoma County-Kenya. The target students number will
be 1250, 20 teachers of English, and five principals (Bungoma Educational Demographics
Center, 2018).

3.5 SAMPLE AND SAMPLING PROCEDURES AND SIZE

A sample is a set of respondents selected from a large population for the purpose of survey
(Kombo and Tromp 2006).

3.5.1 SAMPLING PROCEDURES

Combo and Tromp (2006), stated that in simple random sampling, all the individuals in the
defined population have an equal and independent chance of being selected as a member of the
sample size. Gay (1992) posited that 20% of the population is adequate enough to represent a
small population while 10% to represent a large population. Random sampling was used to
ensure a fair representation of all the groups. The researcher chose form four students since they
have stayed long enough in the school compared to form one and form two students, and form
three students were left out because they had gone on an academic trip.

3.5.2 SAMPLE SIZE

10% of the large population equaled 125 students, 20% of the smaller population equaled to four,
and the School Principal was 5.

3.6 RESEARCH TOOLS

The study used primary data that was obtained from questionnaires and interviews and secondary
data that was obtained from journals and books and the internet. The research instruments used
in this research were structured questionnaires interviews and document analysis. Mugenda and
Mugenda (2003) stated that the use of questionnaires and interviews is a popular method of data

11
collection in education because of the relative ease of cost-effectiveness with which they are
constructed and administered to the larger samples. Observations, questionnaires, interviews, and
content analysis were the methods of data collection. Observations were done on physical
facilities for teaching and learning. The questionnaire had both open and close-ended questions
for the principal, class teachers, teachers of English, and students.

The research had three categories of questionnaires.

The Principal's questionnaire included basic demographic data of the length of service and
qualification; small demographic characteristics like school enrollment and K.C.S.E performance
for the last five years, availability, adequacy, and frequency of the use of instructional materials.

Teachers' questionnaires included basic demographic data on teachers’ gender, length of service,
and qualification and teaching subject, availability of instructional materials in their schools, and
extent of Instructional resource utilization. Students’ questionnaires included basic demographic
data on age, availability and adequacy of teaching and learning resources in the school, and
expected results at K.C.S.E.

3.7 ETHICAL CONSIDERATIONS

A permit to conduct the study was requested from Kibabii University's academic office. Further
permission was sought from the school principals and the senior teachers of the selected schools.
The researcher identified himself and his purpose to the respondents. The purpose of the study
was made clear to the respondents. For the purposes of confidentiality, names of the respondents
were concealed in the study and none was coerced to fill out the questionnaire or attend the
interview. The findings of the study were in no way concealed.

3.8 NOTE OF CONFIDENTIALITY

All information taken from the study will be codded to protect each subject’s name. no names or
other identifying information will be used when discussing or sharing data.

3.9 DATA ANALYSIS PROCEDURES

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Data analysis refers to the process of evaluating data analytically and logically so as to examine
each component of the data that is collected using the research instruments (Savenye &
Robinson, 2004). After data collection, the instruments were checked for completeness and
errors. The data was then arranged, coded, and entered into the computer using statistical
package for social science where it was analyzed. Descriptive statistics was used to analyze
quantitative data by feeling frequencies and percentages presented in table charts and graphs.
Open-ended questions and observations were analyzed qualitatively in narrative form and also
presented in form of tables.

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