The use of eclectic method in teaching and learning of English in primary schools: a case of selected schools in Eldoret east district, Kenya.

Abstract

The study sought to investigate the use of the eclectic method in enhancing the teaching and learning of English in Primary Schools, in Eldoret East District. It, therefore, sought to achieve the following objectives: to establish the role of the use of the eclectic method in teaching and learning English; to establish the perception of teachers and learners towards the use of the eclectic method in English: and to find out the challenges faced by teachers of English in using the eclectic method in the classrooms. This study was based on Krashens,' Theory of Second Language Acquisition which support the best means of learning and instruction in English are those that supply comprehensive input to the learner. The study was carried out in Eldoret East District of Rift Valley province. Stratified random sampling was used to select 39 schools out of 131 registered Primary Schools in the District. Simple random sampling was used to select the teachers of English in the sampled schools. Purposive sampling technique was used to select key resource teachers of English from the selected schools. Data was collected by means of classroom observation and interviews. Descriptive statistics (frequency and percentages) and inferential statistics (t-test) was used to compare the use of the eclectic method in teaching of English in both public and private primary schools. The study established EM in teaching of English was important as it made teaching innovative and enjoyable and learning objectives easily achieved. The EM makes the teaching of English to be practical as it facilitates retention and builds confidence in learners. Private school teachers identified that EM increases the achievement of teaching English and stimulate language development and aids in knowledge retention. Public school teachers identified that EM builds various skills in reading and speaking English as it helps in attaining objectives. It also builds a good relationship between teachers and pupils in teaching English. The teaching of English using EM instructional method faced numerous challenges in schools. The lack of materials, such as textbooks affected the use of EM in teaching of English. The EM instruction method was identified to be time consuming, due to wide syllabus, heavy work load, and large class size. There is a need for provision of eclectic learning resources in all the schools to facilitate teaching of English.