Abstract:
The purpose of this study was to assess the use of Role-play technique in teaching
of English language in selected secondary schools of Wareng district following
English language dismal performance over the years. English language is very
important as it is used as an official language, core subject and medium of
instruction. However, there is national concern over its continuous decline in
K.C.S.E. The objectives were: to determine the teachers' and students' attitude
towards the teaching and learning of English language using role-play technique,
identify any barriers affecting its use, establish the teachers' level of training in
relation to role-play technique and to find out techniques preferred by teachers in
teaching of English language. The study was guided by Brunner's (1966)
Constructivist theory and Piaget's theory of Cognitive Development (1953). Both
theorists emphasized the importance of cognition in teaching and learning. It
adopted descriptive survey research design that made use of questionnaires,
interviews and lesson observation to collect data from a sample of 335 form three
students and 50 teachers of English language who were identified through
purposive, stratified random and simple random sampling techniques. Validity of
data collection instruments was determined through expert judgments with
supervisors, lecturers and colleagues while reliability was established through a
pilot study using test re-test technique and Pearson's Product Moment of
Correlation Co-efficient (r) was worked out and average reliability coefficient of
0.713 was obtained and accepted. Data collected was analyzed quantitatively by
use of descriptive statistics by means of frequencies and percentages and
presented in form of tables and figures. Qualitative data was coded, tallied and
discussed under themes. The conclusions of the study were that both teachers and
students had positive attitude towards role-play technique although many teachers
never used it, time was the major barrier in its use, teachers had attained required
professional qualification but some had inadequate training on the use of role-play
technique and most of them did not vary their teaching techniques for they relied
heavily on the use of discussion and question and answer. The study
recommended adoption of role- play technique, enhanced teacher awareness
through in-service, curriculum developers to re-design the curriculum in order to
allow more time for student activities and advocated for use of varied techniques
in English language lessons. The findings would be useful to English language
curriculum designers, teachers and students.
