Effect of teacher related strategies on the performance of integrated english language lessons in high schools in Moiben Sub- County, Kenya

Abstract

Excellent performance in Integrated English language lessons (IELLs) is critical since English is a language of instruction, an examinable and a compulsory subject in the country’s secondary school curriculum. Despite the significant devotion to the IELLs, students’ poor performance in the subject in national examinations has been a main setback. The purpose of this study was to establish the teacher – related strategies used to improve the performance of IELLs in public secondary schools in Moiben sub-county, Kenya. This study was anchored on an inquiry- discovery method. The study employed a quantitative research approach. The study targeted public secondary schools in Moiben Sub-County. Purposive sampling was used to select the respondents to participate in the study. The study employed quasi-experimental research design. The study targeted schools that had two streams and above for the purposes of one class acting as the control group and the other as experimental group. The sample size was 860 respondents while the target population was 2866. Data was collected through questionnaires for both students and teachers of English and observation schedule. The study utilized descriptive statistics (frequencies, percentages, and mean), as well as inferential statistics (Pearson Correlation analysis and regression analysis). The study findings indicated that there was a statistically significant difference between the motivation to work hard in IELLs and performance in IELLs (p≤0.05). It was concluded that the method used by teachers to teach lessons affects the performance of students in IELLs. The study recommended that teachers should employ methods that motivate students of both sexes to achieve better in IELLs and that IELLs teachers should investigate methods to encourage students' language use in order to improve their performance