Effects of Forms of Evaluation Techniques Used by Teachers in Integrated English Approach on Learners' Achievement of Linguistic Skills

Abstract

In spite of the efforts to enhance the performance of English in Kenyan secondary schools, there have been persistent challenges in using the integrated English approach on learning achievement of linguistic skills. The aim of this paper was to assess effects of forms of evaluation techniques used by teachers in integrated English approach on learners' achievement of linguistic skillsin public secondary schools in Bungoma County. The study utilized descriptive survey research design using mixed methods approach. A sample size of 251 teachers, 371 students and 134 heads of languages department was used. Purposive, proportionate and simple random sampling techniques was used to obtain the respondents. Data was collected using questionnaires, interview schedules, observation and document analysis. The validity of the instrument was tested through expert judgment while reliability was achieved using Cronbach Alpha. Quantitative data was analysed by use of frequencies, percentages means and standard deviation. Qualitative data was analysed thematically and presented in narrations and quotations. The study found that learner centered methods enabled learners to develop conceptualization, speaking and reading skills. In addition, the study found that the instruction of speaking English by use of drama enhanced the achievement of linguistic skills. The study recommended that teachers of English need to embrace the use of journal writing demonstrate use of English grammar thus enabling students' acquisition of linguistic skills. The findings of this study will be significant to teachers of English to re-evaluate their styles of teaching and improve on them. It may also assist curriculum planners and developers at Kenya Institute of Curriculum Development (KICD) on need to organize in-service course for teachers of English in line with the revised curriculum.