Implication of pedagogical strategies on upper primary School learners’ competencies in English language composition writing in Bomet county Kenya

Abstract

The Kenya Certificate of Primary Education examination results over the years have consistently indicated varying competencies of primary school leavers in English composition writing. Most candidates perform poorly, suggesting that the expected learning outcomes of the Kenya primary school English language syllabus are not being fully achieved. Pedagogical strategy is a critical pillar in the development of learner competencies in writing skills. Yet, its implications on competencies of upper primary learners in composition writing have not been empirically investigated in Kenya. The purpose of this study was to investigate the implications of pedagogical strategies on upper primary learners’ competencies in English composition writing. The research objectives were to: investigate the implications of teacher planning, establish the implications of instructional techniques used by teachers, examine the implications of utilisation of learning materials by teachers and determine the implications of assessment procedures on competencies in English language composition writing of upper primary learners in Bomet County in Kenya. The study was based on Communicative Language Teaching (CLT) theory propounded by Hymes and Wilkins as conceptualised within the more recent concept of Competency-Based Language Teaching (CBLT) as elucidated by Richards and Rodgers. The study adopted the pragmatist philosophical paradigm and used explanatory sequential mixed design. Survey and case study methods were employed for quantitative and qualitative phases, respectively. Target population included all standard 5, 6 and 7 pupils and all upper primary teachers of English from 654 public schools. Stratified, simple random, convenient and purposive sampling techniques were used to select 617 teachers and 130 pupils from a sample size of 196 schools. Data was generated using questionnaires, document analysis, interviews, observations and Focused Group Discussions. Descriptive statistics was adopted to analyse quantitative data, followed by inferential statistics using Anova and Multiple linear regression at a significance level of 0.05. Qualitative data was analysed thematically then reported through exposition and direct participants’ citations. Findings revealed that teacher planning (B= -.585, p˂ 0.05) had the largest Beta contribution and was the strongest pedagogical strategy in explaining the outcome whose variance was at 31.9% from adjusted R-square. Instructional techniques (B= -.004, p ˃ 0.05), learning materials (B= -.004, p ˃ 0.05), and assessment (B= -.038, p ˃ 0.05) had no statistically significant influence in predicting learner outcomes. Qualitative data revealed that planning focused on developing writing mechanics, and teachers did not prepare lesson notes, with only one composition writing lesson allocated fortnightly while the expository technique was predominantly used. Documented materials were hardly utilised while assessment focused on error identification and limited to single-drafting. Based on the findings, it was concluded that each pedagogical strategy had unique implications on upper primary learners’ competencies in English language composition writing (ELCW). It is recommended that teachers plan for more weekly composition lessons, promote learner participation in written communicative tasks, utilise authentic learning materials, and enhance assessment feedback on learner tasks in ELCW. The study contributes to research in English Language Teaching by highlighting implications of pedagogical strategies on learner competencies and raising the benefits of methodological triangulation in educational research.