Effectiveness of Learner Centered Methods in Integrated English Approach on Learners’ Achievement of Linguistic Skills in Secondary Schools in Bungoma County, Kenya.

Matere, Audrey; Kafwa, VioletNabwire

doi:10.21474/ijar01/6280

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…Damayanti et al (2018) showed that the English textbooks were not balanced for all four components of language skills and found that English textbook for 9 th graders had the appropriate proportion of two language skills (Writing and Speaking) whereas there was no reasonable proportion of two language skills (Listening and Reading) in the prescribed English textbook. Audrey (2018) observed that learner centered method of English pedagogy and integrated classroom activities enabled the learners to develop conceptualization, speaking and reading skills. Goodazi et al (2020) found that in Iranian context English textbooks suffered from some critical shortcomings in terms of activities, methodology, topics, design and insufficiency of teaching ILS and noticed the pitfalls of classroom activities which needed to be revised in the prescribed English textbook from the perspectives of the ILS development of bi-lingual students…”

Section: Research Objectivesmentioning

confidence: 99%

Application of English Textbook for Teaching of Integrated Language Skills Through Classroom Activities: A Survey on English Teachers

Azam

Asim

2023

Voyage Journal of Educational Sciences

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Application of English textbooks for Integrated Language Skills (ILS) development of bi-lingual students remains a challenge for English language teachers through integrated classroom activities in Pakistan. This research measured the opinion of the English teachers of private schools of District Central Karachi about the application of English textbook to develop ILS of bi-lingual students through integrated classroom activities. Literature reported that locally designed English textbooks in Pakistan proved insufficient related to interactive classroom activities for students and as a pedagogical resource for the teachers. A survey was designed bearing 45 items related to 6 variables from diversified dimensions of the research objectives. Five hundred questionnaires were received and fed in SPSS for data analysis and treatment. The findings proved that the current classroom activities based on prescribed English textbooks were not supportive to develop ILS of bi-lingual students. A significant difference in the opinion of male and female was found about application of English textbooks related to classroom activities, experiential learning, reflective thinking skills, teachers’ perception and affective factors in second language acquisition process. Regression model predicted that Second language acquisition was based on classroom activities, experiential learning and teachers’ perception about the application of English textbook. This study recommends that reading skill must be emphasized more in English textbooks with speaking, writing and listening skills for ILS development of bi-lingual students.

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Section: Research Objectivesmentioning

confidence: 99%

Application of English Textbook for Teaching of Integrated Language Skills Through Classroom Activities: A Survey on English Teachers

Azam

Asim

2023

Voyage Journal of Educational Sciences

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“…Comparing student-centered and teacher-student double-centered learning styles, Dong et al (2019) found that the student-centered approach led to better reading comprehension. Audrey & Kafwa (2018) evaluated the effectiveness of learner-centered methods in improving secondary school students' linguistic skills in Bungoma County, Kenya, focusing on methods that enhance conceptualization, speaking, and reading. Using a new clustering algorithm for big data analysis in learning environments.…”

Section: Introductionmentioning

confidence: 99%

Empowering EFL students: A review of student-centred learning effectiveness and impact

Pastini,

Lilasari

2023

JASL

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In the dynamic landscape of education, the paradigm shift towards student-centred learning (SCL) has emerged as a pivotal pedagogical approach, particularly in the context of EFL, the study of English for non-native speakers. This review explores the background and urgency of comprehending the effectiveness and impact of student-centred learning methods in enhancing students' empowerment within the EFL domain. The pressing need for this exploration arises from the imperative to tailor educational practices to meet the diverse learning needs of contemporary students, equipping them for a rapidly changing and complex global environment. Employing a comprehensive review methodology, this study synthesizes insights from a diverse array of prior research on SCL, specifically within EFL settings. Literature spanning various educational contexts, disciplines, and levels is systematically analysed to distil overarching conclusions about the effectiveness and impact of student-centred approaches in EFL instruction. The review critically examines methodologies, sample sizes, and key findings from selected studies, offering a nuanced understanding of the existing body of knowledge within the specific context of English proficiency development for diverse learners. The analysis focuses on key themes emerging from the reviewed literature, including student engagement, motivation, learning outcomes, and the development of critical thinking skills in the EFL context. Through a comparative lens, the review identifies patterns, trends, and gaps in the current understanding of SCL's impact on EFL education. Special attention is given to variations in outcomes based on educational levels, language proficiency levels, and cultural contexts specific to EFL instruction. Drawing on the synthesized evidence, the review concludes with insights into the overall effectiveness of SCL approaches in teaching and studying of English for non-native speakers. It underscores the positive impact on student motivation, language proficiency, and the cultivation of essential skills for lifelong language learning. The review also acknowledges challenges unique to EFL contexts and suggests areas requiring further investigation, contributing to the ongoing discourse on optimizing student-centred methodologies in language education. The pedagogical impact of this review lies in its potential to inform EFL educators, policymakers, and researchers about the nuanced benefits of adopting student-centred learning practices specifically tailored for English language instruction. By synthesizing diverse findings within the EFL context, the study offers practical insights into designing and implementing effective student-centred strategies for teaching English for non-native speakers., thus contributing to the advancement of language education practices.

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“…The exploration revealed that socioeconomic background significantly affects academic performance. Another study assessed the efficacy of learner-centred approaches in the integrated English curriculum in secondary schools in Bungoma County, Kenya (Matere A 2022) [2] . The study discovered that students had a positive perspective towards English, and their achievement was moderate.…”

Section: Introductionmentioning

confidence: 99%

Exploring student performance variations at Kisii University: An investigation of teaching methods, faculty comparisons, and academic progress

Monari,

Kiage,

Ondicho

2023

Int. J. Stat. Appl. Math.

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The current investigation embarked on a study of the discrepancies in student accomplishment at Kisii University. The primary objectives of this research included evaluating the effectiveness of teaching methods, identifying factors contributing to performance disparities, comparing achievements among different faculties, and depicting individual students' academic progress. Employing a descriptive survey research design, the study encompassed the entire student body at Kisii University. A purposive sampling technique was utilized to select 92 respondents. The research aimed to determine the various teaching methods employed at Kisii University, identify the causes of performance variations, compare achievements across faculties, and present a comprehensive account of academic progress. Data collection involved questionnaires and subsequent analysis using SPSS software. Descriptive and inferential statistics, including chi-square tests, were employed to explore associations between variables. The findings revealed that the School of Pure and Applied Sciences (SPAS) demonstrated superior performance compared to other faculties. Inadequate personal study emerged as the primary factor influencing performance variations. Additionally, students exhibited a preference for physical classes over online alternatives, and the overall performance rating of the university was average. Based on the conclusions, it is recommended that the institution consider all four variables and focus on enhancing student performance through effective facilitation to mitigate performance variations.

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Effectiveness of Learner Centered Methods in Integrated English Approach on Learners’ Achievement of Linguistic Skills in Secondary Schools in Bungoma County, Kenya.

Cited by 3 publications

References 5 publications

Application of English Textbook for Teaching of Integrated Language Skills Through Classroom Activities: A Survey on English Teachers

Application of English Textbook for Teaching of Integrated Language Skills Through Classroom Activities: A Survey on English Teachers

Empowering EFL students: A review of student-centred learning effectiveness and impact

Exploring student performance variations at Kisii University: An investigation of teaching methods, faculty comparisons, and academic progress

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