RESEARCH PROPOSAL

A STUDY TO INVESTIGATE THE CAUSES OF POOR PERFORMANCE IN

ENGLISH AT KISANGULA SECONDARY SCHOOL.

BY

KENTRIX MURUKA

OF EDA/0214/22

A RESEARCH PROPASAL SUBMITTED TO THE DEPERTMENT OF CURRICULUM

AND PEDAGOGY KIBABII UNIVERSITY FOR THE PARTIAL FULFILMENT OF THE
AWARD OF DEGREE IN EDUCATION ARTS ENGLISH AND LITERATURE
COMBINATION.

2025
DEDICATION

I dedicate this work to my mother, who provided financial support for the production of
documents required for this study. I also dedicate this work to my colleague teachers who
supported me in gathering the necessary information.

DECLARATION AND CERTIFICATION

I, Kentrix M. Muruka hereby declare that this proposal is my original work and has not been
submitted or presented at any other institution for an academic award. No external professional
assistance was sought, and this work has not been assessed elsewhere.

Signature: ____________________

Date: ____________________

SUPERVISOR’S DECLARATION

This proposal has been submitted for examination with my approval as the supervisor.

Signature: ____________________

Date: ____________________
ACKNOWLEDGEMENT

I first thank Almighty God for granting me abundant life and health. Secondly, I express
gratitude to my fellow teachers at Kibabii University and Kisangula Secondary School for their
cooperation and fruitful discussions that contributed to positive research outcomes. Thirdly, I
sincerely thank my beloved parents for their consistent financial support.

Lastly, I extend my heartfelt appreciation to the entire Kibabii University Department of

Curriculum and Pedagogy for their guidance.
ABBREVIATIONS AND ACRONYMS

KCSE - Kenya Certificate of Secondary Education

KEMI - Kenya Education Management Institute

KIE - Kenya Institute of Education

KICD - Kenya Institute of Curriculum Development

MOEST - Ministry of Education, Science and Technology

CIT - Curriculum and Instructional Technology

EFA - Education for All

ABSTRACT
English is a key subject at the secondary school level in Kenya, critical for communication and
academic success. However, students’ performance in English at Kisangula Secondary School
has been consistently poor over the past four years. This study aims to investigate the causes of
poor performance in English among students at Kisangula Secondary School. The objectives are
to: examine how teaching and learning resources affect students’ performance in English, assess
how students’ attitudes impact their performance in English, and evaluate the effectiveness of
teaching methods used in English instruction. The study population will include English teachers
and students at Kisangula Secondary School in Vihiga County. The sample will consist of all
English teachers and Form Four students, selected through simple random sampling. Data will be
collected using questionnaires, interviews, and classroom observations, and analyzed using
descriptive statistics. The findings will inform strategies to improve classroom instruction and
enhance English performance.
TABLE OF CONTENTS.
DEDICATION ................................................................................................................. ii
DECLARATION AND CERTIFICATION ................................................................. iii
ACKNOWLEDGEMENT ............................................................................................. iv
ABBREVIATIONS AND ACRONYMS ....................................................................... v
ABSTRACT .................................................................................................................... vi
CHAPTER ONE: INTRODUCTION .............................................................................. 1
1.1 Background of the Study ...................................................................................... 1
1.2 Statement of the Problem .................................................................................... 1
1.3 Purpose of the Study ............................................................................................ 2
1.4 Objectives of the Study ........................................................................................ 2
1.5 Research Questions .............................................................................................. 2
1.6 Significance of the Study ..................................................................................... 2
1.7 Scope and Limitations .......................................................................................... 3
1.8 Theoretical Framework ........................................................................................ 3
1.9 Operational Definition of Terms ......................................................................... 3
CHAPTER TWO: LITERATURE REVIEW ................................................................ 4
2.1 Introduction ......................................................................................................... 4
2.2 Teaching and Learning Resources for English ..................................................... 4
2.3 Students' Attitudes Towards English ................................................................... 4
2.4 Methods of Teaching English .............................................................................. 5
CHAPTER THREE: RESEARCH METHODOLOGY ................................................ 6
3.1 Introduction ......................................................................................................... 6
3.2 Research Methodology ........................................................................................ 6
3.3 Research Design ................................................................................................... 6
3.4 Location of the Study ........................................................................................... 6
3.5 Sampling Technique and Size .............................................................................. 7
3.6 Research Instruments ........................................................................................... 7
3.7 Validity and Reliability of Research Instruments ................................................ 7
3.8 Data Collection and Analysis Procedures ............................................................ 7
REFERENCES .............................................................................................................. 8
APPENDICES ............................................................................................................... 9
Appendix A: Students’ Questionnaire ........................................................................ 9
Appendix B: English Teachers’ Questionnaire ......................................................... 1

CHAPTER ONE

1.0 Introduction

This chapter covers the background to the study, statement of the problem, purpose of the study,
objectives of the study, research questions, significance of the study, scope and limitations,
theoretical framework, and operational definition of terms.

1.1 Background of the Study

English is a core subject in Kenyan secondary schools, serving as the medium of instruction and
a gateway to careers in journalism, law, teaching, and other fields. Proficiency in English is
essential for effective communication, academic success, and economic participation in Kenya.
Despite its importance, students at Kisangula Secondary School have exhibited poor
performance in English, particularly in national KCSE examinations, over the past four years.
This poor performance has been attributed to factors such as limited access to teaching and
learning resources, negative student attitudes towards English, and ineffective teaching methods.
This study seeks to investigate these factors to improve English performance at Kisangula
Secondary School and beyond.
1.2 Statement of the Problem

The persistent poor performance in English by students at Kisangula Secondary School is a

significant concern for learners, teachers, administrators, parents, and curriculum planners in the
Ministry of Education. This trend, observed over the past four years, undermines students’
academic prospects and diminishes teachers’ professional reputation. Parents are equally
concerned, as poor performance limits their children’s opportunities for higher education and
career advancement. This study aims to identify the causes of poor performance in English to
inform effective interventions.

1.3 Purpose of the Study

English is foundational to academic and professional success across disciplines. The purpose of
this study is to investigate the causes of poor performance in English among students at
Kisangula Secondary School by examining the impact of teaching and learning resources,
students’ attitudes, and teaching methods on performance.

1.4 Objectives of the Study

The objectives of the study are to:

1. Determine how teaching and learning resources affect students’ performance in English.

2. Assess how students’ attitudes influence their performance in English.

3. Evaluate how teaching methods impact students’ performance in English.

1.5 Research Questions

1. The study will seek to answer the following questions:

2. How does the availability of teaching and learning resources affect students’ performance
in English?

3. Is there a relationship between students’ attitudes and their performance in English?

4. Are the teaching methods used for English instruction effective for learners?

1.6 Significance of the Study

The findings of this study will:

1. Benefit parents by improving their children’s English performance, enhancing

opportunities in fields like journalism and law.

2. Provide curriculum developers with insights into emerging issues in English

performance.
 3. Influence the Ministry of Education in formulating policies to improve English
instruction.

4. Enhance students’ English performance, increasing their chances of pursuing related

courses in higher education.

1.7 Scope and Limitations

The study will focus on Kisangula Secondary School, Lusengeli Friends Secondary School, and
Kivagala Secondary School in the Sabatia zone, Vihiga County, involving Form Four students of
2023. The study will address issues related to English performance only. Limitations include:

Limited time due to the school program at the selected schools.

Potential reluctance of some respondents to provide accurate information due to the sensitivity of
the topic.

1.8 Theoretical Framework

The achievement of academic success is influenced by students’ attitudes, the availability of

resources, and teaching methods. Negative attitudes towards English can hinder performance,
while adequate teaching and learning resources make the subject engaging and facilitate
knowledge retention. Effective teaching methods can transform negative attitudes and enhance
learning outcomes, thereby improving English performance.
1.9 Definition of Terms

Performance: Achieving specific academic goals or set marks in English.

Curriculum: A sequence of educational experiences designed to develop students’ thinking and

communication skills in English, whether in groups or individually, inside or outside the school.

Qualified Teacher: A teacher trained in English instruction, familiar with teaching techniques,
and knowledgeable about educational policies.

Syllabus: An outline of the principal points of the English curriculum.

 CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

This chapter reviews existing literature on the causes of poor performance in English, identifying
gaps that this study aims to address. It examines the strengths and weaknesses of prior studies,
their methodologies, and the methods to be used in this study.

2.2 Teaching and Learning Resources for English

Lihanda (2008) found that the availability of teaching and learning resources significantly
impacts English performance. Textbooks were the most used resource (45.4%), followed by
charts (32.5%), practical guides (19.1%), and projectors (3.0%). Lihanda recommended using
past KCSE English revision materials to improve performance but overlooked other critical
resources like digital tools and supplementary texts. This study will employ questionnaires and
interviews to provide a more comprehensive analysis of resource availability.
2.3 Students’ Attitudes Towards English

Kiura (2008) reported that 61.2% of students’ poor performance in English was due to negative
attitudes, with the remaining 38.8% attributed to other factors such as resource scarcity. Kiura’s
study, based on interviews in Kenyan secondary schools, recommended that teachers encourage
positive attitudes towards English. However, the study relied on a single data collection method,
limiting its scope. This study will use multiple methods, including questionnaires and
observations, to enhance reliability.

2.4 Methods of Teaching English

Okumu (1995) observed that 73.5% of teachers used the lecture method and 11.6% used
discussion methods in 2019 and 2020, negatively impacting English performance. Among
students scoring D+ or below, 52.4% were taught using these methods. Okumu discouraged the
lecture method but did not suggest alternative approaches. This study will explore effective
teaching methods, such as interactive and student-centered approaches, to improve English
performance.
 CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction

This chapter outlines the research methodology, including research design, location of the study,
target population, sampling techniques, research instruments, validity and reliability, piloting of
instruments, and data collection and analysis procedures.
3.2 Research Methodology

The study will employ data collection methods such as questionnaires, interviews, and
observations, with data presented using tables. The population includes approximately 500
parents, 90 Form Four students, and English teachers from the selected schools.

3.3 Researc h Design

A descriptive survey design will be used to analyze attitudes, values, and characteristics related
to English performance. This design facilitates factual data collection for decision-making to
improve English instruction.

3.4 Location of the Study

The study will be conducted at Kisangula Secondary School, Lusengeli Friends Secondary
School, and Kivagala Secondary School in Vihiga County, selected for their secure environments
conducive to research.

Description of the Target Population

Informants: Educational officers and school principals.

Respondents: English teachers, Form Four students, and parents.

3.5 Sampling Technique and Size

Simple random sampling will be used to ensure each respondent has an equal chance to
participate. The sample will include all English teachers and Form Four students from the
selected schools.

3.6 Research Instruments

Student and teacher questionnaires to gather confidential information.

Direct observations for cost-effective and unbiased data.

Simple, clear interviews to obtain firsthand information.

Questionnaires and interview guides will be validated and tested for reliability with the target
population.

Instruments will be piloted to confirm their validity and reliability before the main study.

3.7 Data Analysis Procedure

Data will be analyzed descriptively using tables to present findings. The analysis will involve
modeling data, highlighting key information, and testing assumptions to support decision-making
and conclusions.

3.8 Data Collection Procedure

Primary data will be collected through questionnaires administered to respondents, with adequate
time provided for responses. Secondary data will be sourced from workshops and research
projects. Data will be analyzed to draw conclusions and make recommendations.

REFERENCES
Ordho, J. A. (2009). Elements of Education and Science Research Methods. EAE Publishers.

Omurando, S. J., & Shiundu. (1992). Curriculum: Science and Practice in Kenya. Oxford
University Press, Nairobi.

Mugenda, O. M., & Mugenda, A. G. (1999). Research Methods: Quantitative and Qualitative
Approaches. African Centre for Technology Studies, Nairobi.

Orodho, J. A. (2009). Elements of Education and Research Methods. EAE Publishers.

Bandura, A. (1997). A Social Learning Theory. Englewood Cliffs, New Jersey: Prentice Hall.
APPENDICES

APPENDIX A

STUDENTS’ QUESTIONNAIRE

A QUESTIONNAIRE ON THE CAUSES OF POOR PERFORMANCE IN ENGLISH AMONG

THE STUDENTS OF KISANGULA SECONDARY SCHOOL

INSTRUCTIONS

Dear Student(s),

I am a student teacher from Kibabii University conducting research on the above topic. You have
been selected as a respondent. Please fill in the details for each question in the spaces provided.
Do not write your name or admission number to ensure confidentiality. Thank you.

SECTION (A): PERSONAL DETAILS

(Tick inside the box to show your choice)

How many English books, on average, do you read per term apart from regular English lessons?

Between (1-3) { }

Between (3-6) { }

Above 6 { }

Do you agree that the English books you read help improve your performance and understanding
of English?

I fairly agree { }

I agree { }

I fairly disagree { }

I disagree { }

What is your general attitude towards English as a subject?

Positive { }

Negative { }

If negative, provide reasons for your answer: _________________________

What methods do your teachers use when teaching English in the classroom?
_________________________
Do you have enough revision books in your library?

Yes { }

No { }

If yes, how often do you use them to revise English? _________________________

APPENDIX B

ENGLISH TEACHERS’ QUESTIONNAIRE

A QUESTIONNAIRE ON THE CAUSES OF POOR PERFORMANCE IN ENGLISH AMONG

THE STUDENTS OF KISANGULA SECONDARY SCHOOL

INSTRUCTIONS
Dear Respondent(s),

I am a student teacher from Kibabii University conducting research on the above topic. You have
been selected as a respondent. Please fill in the details for each question in the spaces provided.
Do not write your name to ensure confidentiality. Thank you.

SECTION (A)

Please tick () the appropriate answers.

Key: SA - Strongly Agree, A - Agree, SD - Strongly Disagree, D - Disagree

QUESTION

I prefer teaching English to any other job

Yes { }

No { }

I hate teaching English because there is nothing creative in it

Agree { }

Disagree { }
I like teaching English in rural schools more than in urban schools

Agree { }

Disagree { }
My students enjoy learning English

Agree { }

Disagree { }

Which method(s) do you use in teaching English? _________________________

Briefly explain the attitude of your students towards English: _________________________

What strategies do you have to ensure your students pass in English?

_________________________