Approaches Teachers use in Teaching Imaginative Writing: A Case of Secondary School Teachers in Kakamega Central Sub-County, Kenya

Ochako, Irene Kwamboka; Okwako, Eric; Okoth, Teresa

doi:10.6007/ijarbss/v9-i5/5848

Cited by 3 publications

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“…Dorgu (2015) shows, orientations on skill acquisition and in-service trainings equip teachers with a variety of teaching methods for use in classrooms. Findings from studies by Mbithe (2014); Linet (2014); Nyale, Mwawasi and Muli (2018); Ochako, Okwako and Okoth (2019); and Kobia (2022) show, teacher level of preparedness and teaching of English are correlated. Teacher willingness and capacity to learn new skills through trainings to act better, plays a great role in boosting students" results in English.…”

Section: Relationship Between In-service Trainings In Materials and I...mentioning

confidence: 99%

“…Therefore, MoE (2022) regards teacher level of preparedness as an integration of all the requirements that constitute the making of a professional teacher. Studies by Mbithe (2014); Linet (2014); Nyale, Mwawasi and Muli (2018); Ochako, Okwako and Okoth (2019); and Kobia (2022) contend students" poor performance in English, making the GoK and general public doubt teacher level of preparedness. One can deduce that good training goes a long way in ensuring that teachers of English are well versed with skills of teaching, assessment and handling the attitudes which may influence students" results either positively or negatively.…”

Section: Teachers' Pre-and In-service Trainings and Implementation Of...mentioning

confidence: 99%

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Influence of Teachers’ Preparedness on English Curriculum Implementation in Kenyan Schools

Waiti,

Imonje,

Mugambi

2023

AES

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The Government of Kenya (GoK) touts teacher-preparedness as a critical factor that shows the equipping of a professional teacher for quality performance and satisfactory learner performance in national examinations. Despite the efforts by the GoK, there is a worrying trend of students completing school with reading and writing difficulties. The Kenya National Examinations Council (2020) contends students’ poor performance in English for the past 5 years, falling short of the average mean of 50%. Descriptive research design was used. A sample of 44 principals, 88 teachers and 345 form three students across 50 public secondary schools in Kakamega North, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that majority (97.1%) of the teachers participated in coursebooks and other revision textbook in-service courses as per the changing trends in teaching of English whereas ICT workshops had low percentages, a gap pointing on teacher level of preparedness. The findings from principals indicated, teachers of English sometimes declined to take up ICT in-service trainings for fear of additional responsibilities in school. Findings from FGDs show, teachers were rated average by most students in terms of preparedness in material use in classrooms. On determining the extent to which teacher level of preparedness influence implementation of English curriculum in school, teachers’ opinions had a Mean of 4.0000; Standard deviation of 3.08338; and Skewness of .397, indicating teacher level of preparedness has a high and strong positive influence on implementation of English curriculum in school if well checked and applied. The study established a significant relationship between teacher level of preparedness and implementation of English curriculum (p=0.007<0.05). Findings concur with KNEC (2020), contending students’ poor performance in English as unsatisfying.

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Section: Relationship Between In-service Trainings In Materials and I...mentioning

confidence: 99%

Section: Teachers' Pre-and In-service Trainings and Implementation Of...mentioning

confidence: 99%

Influence of Teachers’ Preparedness on English Curriculum Implementation in Kenyan Schools

Waiti,

Imonje,

Mugambi

2023

AES

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“…Considering Ochako (2019) in her study on 'Approaches of Teaching Imaginative Composition,' among other recommendations that the study made was organizing for more workshops and giving updates on the teaching approaches. The importance of workshops and updates on approaches are advocated for by Ochako (2019) who further argues that the instructional approaches are important variables in effective teaching to enhance learning of imaginative writing. The preceding researcher focused on the process approach alone but the present study focused on product, process and genre approaches because Eliwarti and Maarof (2014) and Ibrahim (2013), argue that the synthesis of these three approaches improves CW competence because they develop accuracy, fluency and creativity which are important to CW.…”

Section: Cw Approachesmentioning

confidence: 99%

Approaches in Creative Writing Pedagogy in English in Upper Primary Classes in Kenya

Maninji¹,

Lugendo²,

Rabari³

2020

ijird

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In upper primary classrooms in Kenya, Creative Writing (CW) typically refers to imaginative composition writing. Imaginative writing is the use of written language to conceptualize, explore and record experiences in such a way as to create a unique symbolization of it (Khan, 2011).One of the objectives of the primary English curriculum in Kenya is for all pupils to acquire sufficient command of English in spoken and written forms to enable them to communicate fluently, independently and accurately in everyday life, (KIE, 2002; 2004). Besides, the aim of writing in upper primary schools in Kenya is to enable learners to write a continuous prose of narrative, a simple letter, a short dialogue and a few other types of prose that are accurate, fluent, relevant and imaginatively original (KIE, 2006). Despite the aim and objective of writing in upper primary classes, Sure and Ogechi (2009) found out that by Class 8, in Kenya, students are unable to communicate effectively in English. Considering that English is the language of instruction, it significantly impacts students' success in other areas (Kioko & Muthwii, 2001). English composition is not a multiple choice test and calls for a candidate's creativity in writing. Learners are expected to write a composition which carries 40% of the total Kenya Certificate of Primary Education (KCPE) score. They are expected to creatively express themselves using their imagination and figurative language (Mwangi, 2016). However, learners underperform in CW because they face great difficulty in expressing themselves in simple English during imaginative writing (Kalemesi, 2016).Despite the pivotal role attached to composition

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Appropriacy of Process Approach in the Teaching of Composition Writing in Upper Primary Classes in Kenya

Maninji¹

2021

EPRA

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Imaginative composition writing skills (IMW) in Kenyan primary schools strengthen learners’ learning, thinking and reflect on their overall academic performance. However, achieving good composition writing is challenging especially to non-native learners of English because of its complexity and nature. Some factors attributed to learners’ writing difficulties are: the curriculum, the pedagogic approach used and teachers’ lack of ability in writing instruction. These factors are in tandem with the ICW status in Vihiga County where over (70%) of Class 8 learners’ composition score are unsatisfactory, 60 % of teachers are uncomfortable to teach ICW while 75% of learners find it boring. To address these ICW difficulties, this study assessed the process approach out of the three principal writing approaches because it’s seen as the best alternative to product approach and that genre approach is considered a newcomer. The objective of the study was to assess the effectiveness of process approach in developing composition writing. Archer’s theory of reflexivity guided the study which used qualitative exploratory research design and was conducted in Vihiga County. Data collection tools were Lesson Observation and Interview Schedules. Validity and reliability were tested through triangulation and thick description. From Class 6-8, 30 lessons in 10 purposively selected schools were observed and 30 teachers interviewed. Data were analyzed thematically through transcription, coding and identification of themes. The key finding was: ineffective utilisation of the process approach due to teachers’ knowledge gaps on the approach. The study recommended teachers to use process approach effectively in ICW and the Ministry of Education to in-service teachers on writing approaches. KEY WORDS: Process Approaches, Composition Writing, Pedagogy, in-service, and Upper Primary Learners

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Approaches Teachers use in Teaching Imaginative Writing: A Case of Secondary School Teachers in Kakamega Central Sub-County, Kenya

Cited by 3 publications

References 0 publications

Influence of Teachers’ Preparedness on English Curriculum Implementation in Kenyan Schools

Influence of Teachers’ Preparedness on English Curriculum Implementation in Kenyan Schools

Approaches in Creative Writing Pedagogy in English in Upper Primary Classes in Kenya

Appropriacy of Process Approach in the Teaching of Composition Writing in Upper Primary Classes in Kenya

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