CAUSES OF POOR PERFORMANCE OF.

PUPILS IN ENGLISH LANGUAGE IN KENYAN

PRIMARY SCHOOLS: A CASE STUDY OF MITUBIRI ZONE, KAKUZI
DIVISION -THIKA DISTRICT KENYA

BY:
JANE W AMAITHA W ACURU
BED/10965/61/DF

A RESEARCH REPORT SUBMITTED TO THE INSTITUTE OF OPEN AND

DISTANCE LEARNING IN PARTIAL FULFILMENT FOR THE
REQUIREMENT FOR THE AWARD OF DEGREE OF BACHELOR OF
EDUCATION
IN ARTS OF KAMAP ALA INTERNATIONAL
UNIVERSITY

NOV EMBER 2009

 DECLARATION

I hereby declare that this work is a result of my own effort and has never been submitted

for any award in any other university or institution of higher learning.

Signature .. _ j ~ ~ , .................... .

Jane Wamaitha Wacuru

Date: ..... :!.':'! \. H-.1 P.9 ...................... ..

11
 APPROVAL

This work has been done under my supervision as a university supervisor, and submitted

with my approval.

<;Z. . . . . . . . . . . .:
Signed .......... .

Mr. Ssekajugo Derrick

Date: ········.(7./0.':(d..~........... ..

lll
 DEDICATION

This entire work is dedicated to all those who have been instrumental towards the course

of my studies at the University.

IV
 ACKNOWLEDGEMENT
Special consideration goes to my supervisor, Mr. Ssekajugo Derrick for the continued

support during the entire research and for all the guidance offered to me during the course

of study.

V
 TABLE OF CONTENTS

DECLARATION ................................................................................................................ ii
APPROVAL ...................................................................................................................... iii
DEDICATION ................................................................................................................... iv
ACKNOWLEDGEMENT ......................... :........................................................................ V

TABLE OF CONTENTS ................................................................................................... vi

LIST OF TABLES ........................................................................................................... viii

CHAPTER ONE ................................................................................................................. I

INTRODUCTION ....................................... :...................................................................... I
1.0 Background of the Study .............................................................................................. I
1.2 Purpose of the Study ..................................................................................................... 2
1.3 Scope of the Study ........................................................................................................ 3
1.4 Objectives of the Study ................................................................................................. 3
1.5 Research Questions ....................................................................................................... 3
I. 6 Significance of the Study .............................................................................................. 3

CHAPTER TWO: ............................................................................................................... 5

REVIEW OF THE RELATED LITERATURE ................................................................. 5
2.0 Introduction ............................................ ,...................................................................... 5
2.1 Attitude of pupils towards English language learning .................................................. 5
2.2 Teachers' Effectiveness in Teaching English ............................................................... 6
2.3 The Ideal English Teacher ............................................................................................ 6
2.4 English learning materials Availability........................................................................ 7

CHAPTER THREE: ........................................................................................................... 8

RESEARCH METHODOLOGY ........................................................................................ 8
3.0 Research Design ............................................................................................................ 8
3 .1 Research Environment .................................................................................................. 8
3.2 Selection of Respondents .............................................................................................. 8
3.3 Research Instruments .................................................................................................... 8

VJ
 3.5 Qualitative Analysis .............................................................................................. 8

CHAPTER FOUR ........................................ :.................................................................... 10

DATA PRESENTATION, ANALYSIS AND INTERPRETATION .............................. 10
4.0 Introduction............................................................................................................. 10
4.0.1 Research question one: Detennine the attitudes of students towards learning of
English language ....................................................................................................... I 0
4.0.2 Research question two: How is the effectiveness of the teachers in the teaching
of English language ................................................................................................... 13
4.0.3 Research questions three: Analysis on the availability of teaching materials. 14

CHAPTER FIVE .............................................................................................................. I 7

DISCUSSION, CONCLUSION AND RECOMMEND ATIONS .................................... 17
5.0 Discussion ............................................................................................................... 17
5.0.1 Research question one: Analysis of the attitude of the students towards
learning of English language in the selected schools................................................ 17
5.0.2 Research Question two: Analysis on the effectiveness and capabilities of the
teachers in English .................................................................................................... 18
5.0.3 Research question three: Analysis on the availability of teaching materials .. 19
5.lConclusions .............................................................................................................. 19
5.2 Recommendations ....................................................................................................... l 9

REFERENCES ................................................................................................................. 20

APPENDICES .................................................................................................................. 21

APPENDIX A ................................................................................................................... 21

QUESTIONNAIRE 2 ....................................................................................................... 23

QUESTIONNAIRE 3 ....................................................................................................... 26

vii
 LIST OF TABLES

Table 1: Attitude of the pupils towards the learning of English language........................ 11

Table 2: The Effectiveness of the Teachers of English . .................................................. 13
Table 3: Analysis on the availability of teaching materials ............................................. 15

Vlll
 CHAPTER ONE

INTRODUCTION

1.0 Background of the Study

The poor performance in English - one of the core subjects especially in the primary

school cUJTiculum has largely contributed to the overall poor performance in the other

subjects and subsequently.

In the Kenyan system of education there is great emphasis on the teaching of English

language. This has been necessitated by the fact that globally, English is also one of the

widely spoken international languages. Martha L. King (1984) argues that just as success

in learning is linked to skill or the language, failure in language whatever the reason - is

bound up in the way children share and create meaning through language.

English is also the official language in Kenya. In any office in the country the medium used in

communicating is English and in some few instances, Kiswahili. Except from the teaching of

other languages like French, German and Kiswahili, all the other subjects offered in the school

curriculum by the ministry of Education are taught in English .It is therefore imperative that

learners first understand English language properly and acquire a fluency in the use of the language

so that they can use it not only to do their exan1inations but to also, communicate effectively in their

community and to understand other subjects.

The ability to communicate eloquently in English has been used many times during interviews as a

gauge to determine how competent and well versed one is in a given field of experience.

1
Due to the significance of the English as a medium of communication, language skills are

introduced right from the elementary level. The ministry of education underscores the importance

of English by making it one of the core subjects that is compulsory for all primary school pupils.

It's therefore alanning that pupils are failing in this important subject because it is significantly

affecting their perf01mance in other subjects, subsequently limiting them in securing good jobs

locally and internationally.

The researcher being one of the language teachers in the location, has observed that in

Thika district, many secondary school leavers are missing places at the university even

when they have performed well in other subjects due to their poor performance in English

.The cause of this all is attributed to the poor background at primary level where English

has not been so effective. This drove .the researcher to come up with a study that

specifically aimed at establishing the causes of poor performance of pupils in English

Language in primary schools.

1.1 Statement of the Problem

This particular study was to establish the reasons as to why pupils are performing poorly

in English as a subject.

1.2 Purpose of the Study

The purpose of the study was to investigate the causes of poor performance of pupils in
English language within primary schools.

2
1.3 Scope of the Study.

The study was conducted Mitubiri zone, Kakuzi division within Thika district in Kenya.

1.4 Objectives of the Study.

The objectives of the study were to:

1. Determine the attitudes of pupils towards learning of English language.

2. Determine the effectiveness of the ~eachers in the teaching of English language.

3. Establish whether teaching materials are available or not and the way forward.

1.5 Research Questions

1. What is the attitude of pupils towards learning of English language?

2. How is the effectiveness of the teachers in the teaching of English language?
3. Do pupils get adequate and relevant reading materials?

1.6 Significance of the Study

The study was thought to be of benefit in the following ways:

Provide more insight to the causes of poor performance in English and recommend the

necessary solutions.

Enable the cuniculum developers to improve the findings of the study to identify

areas of strength and wealmess, in the curriculum of English with a view of

making it more effective and compatible with the needs of the society .

Enable the learners to compete favorably and meet all their learning needs.

3
Provide a kick start on which other researchers can develop their own studies or do

conduct more studies on the same problem.

4
 CHAPTER TWO:

REVIEW OF THE RELATED LITERATURE

2.0 Introduction

This chapter was all about a revisitation other scholars' work and or writings on the same
study.

2.1 Attitude of pupils towards English language learning

Chiuri (1995) argued that, poor performance is attributed to primary school factors .He

articulated the problems such as drilling pupils to pass the Kenya Certificate of

Primary Education (K.C.P.E) and the use of vernaculars as medium of

communication (instruction )in primary schools as maJor causes of poor

performance in English .

Gichuhi (1996) argues that attitudes and subjects are not learned separately but

simultaneously through complex interaction .The student with a positive attitude in class

is likely to perform much better than those with a negative attitude. On clearing their

courses, such students are also expected to be proud of the subject (language) and use it

more often in their daily activities. It has been observed that many students who have a

negative attitude towards English will avoid using it when not obliged to, subsequently,

they will not perform well.

Kagochi [2001] observed that some primary objectives are not met .These include

imparting literacy skills, developing se)f-expression and laying the foundation for

further education. When these objectives are not met then chances are very slim

5
that the learners will achieve the goals at secondary school level for they

lack the basic information that is a prerequisite.

Eshiwani (1993) argues that students' traits in primary education, secondary education

and social characteristics cause poor performance in general.

2.2 Teachers' Effectiveness in Teaching English

Owour (1995) observes that; poor performance is as a result of teachers not being

dedicated to their duties. Some of them are traders while others are drunkards. When they

devote most of their time in their businesses or drinking they have little time for their

students. They result to giving students homework or assignments that they never mark

and hence discourage the students. The researcher intends to find out whether the above

applies in his area of study.

2.3 The Ideal English Teacher

The ideal English teacher is one whose liberal education has freed him to lead a

harmonious, well- behaved life .He has been liberated from those accidental restrictions -

the circumstances of birth and environmeqt -that narrow personal vision .The liberally

educated teacher of English is one whose feelings imaginations and intellect have been

fused into that stable poise which enables him to grapple with essential and ultimate

questions of experience. He sees clearly than most ,how ends and means are related

,how outer symbols shadow forth the -inner truths of existence and how choices

reflect the values ,conscious or unconscious ,an individual concept. Such a teacher

clarifies in his own mind and the minds of his students the values to be gained from

6
studying language and literature .This requires a complex equilibrium of many

qualities and skills ,but for characteristics outlooks may be identified.(Passer and

Smith,2001 ).

2.4 English learning materials Availability.

Facilities are crucial in learning of languages .Facilities like libraries are important

components in learning English .They provide the base for reading and this is

where the reading material is kept .A school without a library lacks a vital organ

.The library case has been argued :-

indeed if a school aims at really educating the pupils entrusted to it and not

merely "teaching" them ,the librm·y 1s a facility which can make an essential

contribution to such a purpose .There· is no substitute for it. It is a priority

without which a school must inevitably be poorer ,no matter how many other

facilities it provides (Ayot et al 1984)

Gechaga (1986) argues that there is a correlation with good performance and facilities.

A school with good facilities seems to produce better results than the one with

inadequate facilities

7
 CHAPTER THREE:

RESEARCH METHODOLOGY

3.0 Research Design

The researcher used qualitative a design. This was viewed as being necessary because the

whole research was geared towards describing a situation.

3.1 Research Environment

The study was carried in Mitubiru zone, Kakuzi division within Thika district in Kenya.

3.2 Selection of Respondents

The researcher used random sampling from a population of teachers and pupils.

3.3 Research Instruments

The instruments used for this pmiicular study included questionnaires and interview

guides.

3.4 Data Analysis.

The collected data was analyzed m1d presented in percentages and frequency distribution

tables.

3.5 Qualitative Analysis

The researcher fmther described, explained m1d interpreted the data around each of the

major questions so as to achieve the objectives.

. 8
3.6 Ethical Considerations

The study primarily engaged those respondents in the area who had been viewed

necessary for data collection. Accordingly, extreme confidentiality had to be promised

and this was to be effected only, by promising secrecy to the selected respondent's

information provided.

9
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.0 Introduction.

This research was carried out to investigate the causes of poor performance of pupils in

English language in primary schools within Thika district. It is in this chapter that the

researcher tried to present, analyze, and interpret data obtained from the two selected

groups of individuals namely:- The teachers, and the pupils who in this case had been

used as the respondents for this particular study ..

4.0.1 Research question one: Determine the attitudes of students towards learning

of English language

The study of English in the selected schools has undergone a tremendous neglect by the

pupils in the school and to show this, a table was produced to give a detailed picture of

what was on ground.

10
 Table 1: Attitude of the pupils towards the learning of English language

UABLE (S)

'
FREQUENCES

SA A SD D

y school 65 15 12 36

:st in English 5 15 68 40

rformance declined 15 5 30 78

:coming lazy 15 5 20 88

t interact with the teacher. 70 25 18 15

'
task questions in English Because 100 10 8 IO

t know how to frame them.

English when comm unicati ng 0 5 53 70

'ormed well in English in Primary School because teachers used ve 25 8 60 35

in

't work hard in English because others say it is hard. 18 25 75 IO

!ways in class 80 20 IO 18

1atter how I try, I cannot do we ll in 45 45 25 13

'
ish.

teacher of English interacts freely w ith students. 10 28 75 15

Source: Primary Data 2009

11
From the tablelabove, in the view of the performance of the pupils, it is realized that

most of the pupils do like being in school as per the responses got after asking them about

their school it was found that so many pupils do like the school and would really love to

be in school. But then further on, from the analysis we also found that the performance in

English was not very good and this was due to the following:-

From the analysis of the sampled pupils only 10 agreed with the suggestion that teachers

do interact with the students and it is due to this that the attitude of the students is towards

learning the language.

Due to the fact that these pupils try as hard as they can to work hard, they do not pass the

language, well this also has led to having a poor attitude towards English language, on

analysis, most of them claimed that no matter how hard they try, they do not pass the

subject.

However, a greater deal of the respondents strongly agreed that they do not ask questions

in English because they cannot frame these questions and thus the attitude towards the

language is demoralized.

. 12
4.0.2 Research question two: How is the effectiveness of the teachers in the teaching

of English language?

The research was further focused on the effectiveness of the teachers towards teaching

the language and the table below shows the results that were obtained.

Table 2 : The Effectiveness of the Teachers of English.

VARIABLES RESPONSES

SA A SD D

Are English assignments given to 5 3 2 6

The learners

Are Lesson plans carried out before 2 0 8 6

going to class
·-
Are you satisfied with the salary that 5 3 2 6

you receive

Pupils are often taught with 95% 6 2 3 5

Attendance

Is the English syllabus completed 6 0 5 5

Was English your first choice as a IO 0 2 4

career

I like using English when 0 I 10 5

13
 --~~~-~·~

Communicating

Are the pupils you teach teachable 10 2 3 I

The time table is favorable for teaching English 10 5 0 I

The speaking of English language very 2 3 4

much emphasized on the campus

Source: Primary Data 2009

From table 2 above, it was realized that the teachers do not give English assignments to

the students. It was also realized that lesson plans in English are not prepared by the

teachers thus; so many teachers reach the classes unprepared.

On asking whether the teachers are satisfied with the salaries they get, most of them

claimed that they get very little compared to what they do.

From the table the biggest number of respondents claimed that during communication

English language is not used so much as most of the time the local languages are used for

easier communication with the pupils and that the pupils that are admitted in these

schools are some times found to be very um:uly and not easily teachable by the teachers.

4.0.3 Research questions three: Analysis on the availability of teaching materials.

The availability of teaching materials was also realized to be another problem that is

affecting the performance of learners in English and the researcher made a detailed

14
 --

analysis on the poor performance and the researcher came up with the following results in

table 3.

Table 3: Analysis on the availability of teaching materials

'
VARIABLES RESPONSES

Statement SA A SD D

I News are papers often provided 0 3 10 3

to the learners

2 Learners often use the library 2 3 6 5

3 Story books are provided to the 3 3 0 10

::
'
students
t:
- 1--

4 The text books and novels are 10 4 2 0

'

costly

5 Reading materials are not easily 10 4 0 2

Accessible

6. The school provides adequate 3 2 6 5

Teaching books

7. Most of the books availab le 10 4 2 0

are not relevant

15
 syllabus

8. The teaching materials do not reach the school in tin 8 7 I 0

9. Many materials are provided by the teachers private 10 4 0 2

I Several books in the library 6 5 2 3

Source: Primary data 2009

From the table above, it is realized that news papers are rarely provided to the learners

and also the access to these news papers is very poor and this also applies to the reading

novels since the students rarely visit the library to refer to the books in the library.

Text books are also very costly as per the respondents from the table many of them

strongly agree that the text books are very expensive and this makes it hard for the school

to buy them.

In conclusion, the teaching materials are not made available to the learners and this alone

makes the performance in English very poor according to the remarks in the above table.

16
 CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

In this chapter, attempt was made to present a detailed discussion that eventually

progressed towards a comprehensive conclusion. It is forming a platform for the

recommendations.

5.0 Discussion

In this section, vigilant evaluation and scrutiny of the findings were represented by the

results. The section was organized according to the three research questions, which were

formulated to guide the survey.

Owing to the reality all the arithmetic was presented and interpreted in chapter for

emphasis here was placed on what such arithmetic implies in relation to the objective of

the study and the already existing literature.

5.0.1 Research question one: Analysis of the attitude of the students towards

learning of English language in the selected schools.

This question was approached and the infonnation got was analyzed and tabulated, it was

aimed at finding out the attitudes that the pupils have towards learning of English

language.

The study pointed out that pupils have a poor attitude towards learning the language and

it points out different grounds as to why the·attitude is very negative.

17
It is also elaborated in this stndy that the learners like the school, but then they do not do

well in English, so many pupils simply do_ not communicate freely in English and they

also claim that they do work hard in English but continue to fail the language, Most of the

times the English syllabus is not completed.

In addition to that, the stndy also revealed that the pupils do not ask questions in English

simply because they fear the teachers and also they do not know how to phrase these

questions properly in English.

5.0.2 Research Question two: Analysis on the effectiveness and capabilities of the

teachers in English.

The research findings revealed that pupils are not given assignments for English subject,

lesson plans are not carried out by the teachers and ve1y important to mention teachers

also claim that they are not satisfied with the salary they get.

The research study also pointed out that most of the teachers did not have English as their

first choice as a career, and they do not use English to communicate with the pupils, also

so many of the pupils are non teachable and are very unruly which makes it hard for the

teachers to teach them.

In addition the speaking of English language is not so much emphasized on the school

campus as most of the pupils use local languages for easier communication with one

another.

18
5.0.3 Research question three: Analysis on the availability of teaching materials.
The study revealed that there few teaching materials in the school as most of the text

books are very expensive and also the pupils do rarely visit the libraries. The learners also

do not read news papers and novels.

5.lConclusions

The research study has indicated that from the summary above, the researcher arrived at

the conclusion that first the use of mother tongue and sheng (in general not

communicating in English Language all the time) has really affected the teaching and

perfo1mance of English Language negatively. Secondly, Lack of equipped libraries and

the tendency of learners not reading novels and story books have also affected the

teaching of English Language and pe1formance negatively.

5.2 Recommendations.
The researcher recommended that learners should be assessed more as English subject is

taught daily. If this is done, the learners will learn their mistakes and areas of weakness

and thus improve. The researcher found imt that most teachers assessed their students

weekly and then others assessed monthly while students also indicated that some teachers

don't even mark the students work, they only append their signatures.

19
 REFERENCES.
AYOT ,H.O(1984) language for learning ; a methodology book for English
Language, learning in Secondary schools, Macmillan.

CHIURI,J :-Report on Education standards in secondary school . Nyandarua,

Kenya: Nyandarua district Education board and sub- Committee, March 1995

FELDMAN, R: -"Research Methodology" understanding psychology 4th edition

University of Massachusetts, Amherst: McGraw Hill 34p, 40p, 50p

KNEC (1996-1997) Regulations and syllabuses Nairobi.

MUKW A,C. W :-Educational communication technology .Nairobi :University of

Nairobi , 1998.

NY AMBANE,O failure of students in sciences A survey of some problems

chemistry teachers encounter While trying to teach effectively ,Nairobi .the
standard 15 th April 1990.

OTIENO. A sheng, vernacular affect performance in English .blackhead Daily

Nation Jan 25 th 1997

PASS ER M, W and SMITH,R.E." Influence of group on Hardwork

"PSYCHOLOGY, Frontiers and applications .Amherst Mcgraw hill
,2001.512p "Attitude and attitude change"

SCHAFFER,R.T sociology "Hidden curriculum", 7th edition 403 p."

YUSUF,M K.C.S.E report 1989, 1992, 1993

20
 APPENDICES

APPENDIX A

HEADTEACHER'S QUESTIONNAIRE
1. Background info1mation school
Sex male ( ) Female ( )
2. i) How many teachers of English language do you have in your school?
(1-2) (2-3) (3-4) (4-5) (5-6) (6-7) (7-8)
ii) Is the number of teachers of English language in your school adequate?
Yes ( ) No ( )
iii) If no, how do you supplement the teaching force in your school?
3. State whether you have the following facilities by ticking where applicable
a) Libra1y yes ( ) No ( )
b) Is the library equipped with relevant English language course books?
Yes ( ) No( )
c) If no, how do you cope with the shortages?

4. i) What is the average number of students per class in your school?

(20-30) (30-40) (40-50) (50-60)
ii) What is the size of your classroom?
Spacious enough ( ) Small.( ) Medium ( )
5
i) Do your teachers of English language submit their preparations (schemes of work,
records of work, lesson notes/plans) on time?
Yes ( ) No ( )
ii) How can you describe the relationship between your teacher of English language
and students?
Cordial ( ) Bad ( ) Fair ( )
6. i) Have your English teachers attended an in-service course in English during the
past four years?
Yes ( ) No( )

21
 ii) If yes, do you think the courses have any impact on the teacher delivery of the
content?
iii) Do your teachers complete the syllabus for their respective classes every year?
Yes ( ) No ( )
iv) If no, Why?

7. i) Which languages are recommended for use within the school compound?

ii) Do you think the language policy 1s strictly adhered to by both teachers and
students?
Yes ( ) No( )
iii) If not, why do you think that is the case?

iv) Basing your response on (iii) abov_e do you think this affects the performance of
English language in national exams?

8. What do you think are the causes of poor perfonnance in English language?

9. According to you, what measures could be taken to improve the performance of

English in national examinations? Explain

22
 QUESTIONNAIRE 2

QUESTIONNAIRE FOR TEACHERS OF ENGLISH

1. Background Information
School
Numbers
Sex Male ( ) Female ( )
Date

2. i) Is English the official language (s) of communication among your students within
the school compound?
Yes ( ) No ( )
ii) If No, which other languages are commonly used within the school environment?

iii) Basing you response in the three above, how do you think this has affected the
performance of English in National Exams?

3. i) For how long have you taught English Language in your teaching career?
Less than two years ( )
Between two to five years ( )
Between five to ten years ( )
Over ten years ( )
iii) How many lessons do you teacher per week?

4. What teaching approach do you employ in teaching English Language.

Lecture method ( )
Group discussion ( )
Question/answer ( )

23
 Dramatizing and role playing ( )
Demonstrations ( )
Others-specify ( )
ii) How often do you administer tests and assignments?
Daily ( )
Weekly ( )
Monthly ( )
Termly ( )
iii) How has your response in 3 (ii) above affect the performance of English
Language in National exams?

5. i) Do you have enough of the recommended course books for use in class?
Yes ( ) No( )
ii) If No, which other texts do you use, please specify.
iii) Basing your response in (ii) above, how has this affected the
performance of students in English language in National Examinations?

6. i) What is the number of pupils in your class?

(20-30) (30-40) (40-50) (50-60)
ii) Does the above number affect the delivery of content in any way?
Yes ( ) No ( )
iii) If yes, how?

7. i) How the integration of English and literature affected your teaching in English?

8. What could be the contribution of other subjects towards improvement of English

language performance in National Examinations?

. 24
9. How do you find the teaching of English language as a teacher?
Boring ( )
Intensely ( )
Fairly enjoyable ( )

10. How has the integration of English and literature affected the performance of English
language?

11. According to you, what can be done to improve the performance of English m
National Examination?

25
 QUESTIONNAIRE 3

INTERVIEW GUIDE FOR LEARNERS

1. Background information
i) School
ii) Number
iii) Sex Male( ) Female ( )
2. What are the levels of your parent's education?
Rather mother
Primaiy ( ) ( )
Secondary ( ) ( )
College ( ) ( )
University ( ) )
None of the above ( ) ( )

~-" Did you attend nursery school?

Yes ( ) No ( )
4. i) When your English language teacher is teaching, do you understand the lesson
Yes ( ) No ( )
ii) State the reason for the option you have taken in (i)

5. How often does your English language teacher mark your work?
Daily ( )
Weekly ( )
Monthly ( )
Termly ( )
6. Does your English teacher attend classes always & promptly?
Yes ( ) No ( )

26
7. Does your teacher of English language give you homework assignments? If so, how
often?

8. i) Which of the following is commonly used within your school environment?

- Kiswahili ( )
- English ( )
-Mother Tongue ( )
ii) Which of the following languages do you use for communication with your
parents at home?
English ( )
Kiswahili ( )
Mother tongue ( )
9. How often do you attend to the following activities per week?
Many times Few times Not at all
Read newspapers ( ) ( ) ( )
Visit the library ( ) ( ) ( )
Read story books ( ) ( ) ( )
10. How has the integration of English and literature affected your
Performance in English?

11. According to you, what do you think are the contributing factors to the poor
perfonnance of English in Kenya Certificate of Secondary Education?

12. What do you think can be done to improve the performance of English language in
your school.

27