Efficacy Of Remedial Teaching And Influence On Performance Of Learners In English Language In Primary Schools In Nakuru County, Kenya

ABSTRACT

This study investigated the relationship between remedial teaching in English language

and influence on performance of learners in public primary schools. The purpose of this

study, therefore, was to explore the linkage between remedial lessons in English

language and pupils’ performance. The study sought to ascertain if there were any

significant differences before and after the remedial teaching in English language in

pupils’ performance, the basis for the remedial lessons in English language and

influence on pupils’ performance, to determine the influence of the approaches

employed in the remedial lessons in the English language and influence on pupils’

performance and to indicate the challenges encountered in remedial teaching in English

language and influence on pupils’ performance. Selection of Nakuru County was

necessary because performance in public primary schools was not as good as that of

other Counties. The independent variables included constructs derived from the General

System Theory (GST) which recognizes that in an educational setting, educational

progress is an interplay of two fundamental aspects: Quantitative along with Qualitative

development. The theory provides a platform for assessing the motivation behind

remedial lessons for pupils. The Theory helped explain behavioral intentions of

stakeholders on remedial teaching on their beliefs about outcomes of performing the

task precisely the value placed on the results as well as the perceived feasibility of

pupils’ performance. The ex-post facto design, stratified random sampling and

purposive method were used to pick the respondents. Purposive sampling method was

used to select 18 schools while the researcher applied Simple random sampling to select

54 pupils. The 18 Head teachers were selected by default. Purposive sampling was used

to select 18 parents and 18 class seven teachers of the English language respectively,

making a total sample of 108 respondents. The researcher developed a document

analysis to cover the class seven periodic evaluation tests. Additionally, information

was collected through interview schedules designed for parents and head teachers. Data

from pupils and teachers of the English language were collected using questionnaires.

Piloting at school X and Y, in Molo Sub-County involved four class seven pupils, two

class seven teachers of English language and the head teachers, to help reinforce the

instruments. Statistical Package for Social Sciences (SPSS) version 20.0 was adopted to

analyze quantitative information collected and prepared in tables along with models.

The analysis of variance (ANOVA) technique was used to test the hypotheses

formulated. Qualitative data were analyzed thematically with data from interview

schedules reported in tables and verbatim. Results from the data revealed in part that

remedial teaching significantly improved pupils’ performance in English language.

Statistical inferences based on the central theme and objectives were made. The data

was arranged in frequencies with percentages while the results were reported in

summary form using tables and figures. The study recommended that the government

and other stakeholders redefine the education policies to make it relevant to the

demands of the day and suggest a practical model while using remedial teaching in

schools.