English Language and Academic Performnace in Secondary Schools, A Case Study Of Matagaro Secondary School in Gucha District, Kenya.

TABLE OF CONTENTS

Definition of terms and acronyms ..

Abstract .

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CHAPTER ONE . . . . . . . . . . . .. . . . .... .. . . . . .. . .. . .. . . . . .. . .. . . . . ... . . . .. . .. . . . . .. ... . .. ... 1

1.1 Background of the study............. ............................................... 1

1.2 Statement of the problem ................................................................ 1

1 .3 Objectives .. .. .. ..

. 1 .3.1 General objective ..

1 .3.2 Specific objectives ....

1 .4 Research questions .

1. 5 Scope of the study .

1.6 Significance of the study .

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

LITERATURE REVIEW ......................................................................... 5

2.0 Introduction ................... .

2.1 The relationship between English language and academic performance in

Matagaro Secondary School .

2.2 The effects of teachers on academic performance in Matagaro

Secondary School ...

2.3 Other factors affecting academic performance in Matagaro

Secondary School . . ........ .

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CHAPTER THREE ................................................................................ 10

METHODOLOGY .................................................................................. 10

3.0 Introduction .............. .

3.1 Research design

3.2 Study population .

3.3 Environment ..

34 Subjects .

3 5 Research instruments .

3.5.1 Questionnaires .

3.5.2 Interviews ........ ..

3.6 Data collection procedures

3.7 Statistical treatment of the data.

3.8 Ethical consideration ..

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CHAPTER FOUR................................................................................ 14

DATA ANALYSIS, PRESENTATION AND iNTERPRETATION .. ...... ...... ..... 14

4.0 ·Introduction ................................................................................ 14

4.1 Relationship between English and academic performance ..

4.2 Effect of English language on academic performance ....

. ... ... ... ... 14

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4.3 Professional qualifications .................. , ............... 15

4.4 Seminars and refresher courses .

4.5 Teaching load per week ....................... ..

4.6 Number of course books and their suppliementaries in class

and library............ .. .......... ..

4. 7 Why studenis perform dismally ..................................................... .

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4.8 Instructional media and its impact ... ············································ 18

CHAPTER FIVE................................................................................. 19

DISCUSSION, CONCLUSION AND RECOMMENDATIONS...................... 19

5.0 Introduction.. . ..................... ............. 19

5. 1 Discussion ..

5.2 Conclusion ..

5.3 Recommendations ...

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REFERENCES . ... ......... .... ........... .......... ...... .................. ... .. .......... ..... 23

APPENDICES . ......... ............... ............ .................. ......... ................... 24

APPENDIX 1 TRANSMITTAL LETTER.. ... .. ... . .. .. 24

APPENDEX 2: TEACHERS' QUESTIONNAIRE . 25

APPENDIX 3 QUESTIONNAIRE FOR STUDENTS 27

APPENDIX 4 WORK PLAN I TIME SCHEDULE . 28

APPENDIX 5. BUDGET . 29

CURRICULUM VITAE ... 30

ABSTRACT 

The study investigated English language and academic performance in secondary 

schools. The specific objectives among which were; To find out the relationship 

between English language and academic performance, to find out the effect of 

English language on academic performance. And to find out other factors affecting 

academic performance. The study environment was at Matagaro Secondary 

School, Ogembo Division, Gucha District, Kenya. The study found out that the 

school lacked adequate qualified teachers, teachers were not committed to duty, 

school administrators were not co-operative, teachers used mother tongue to 

teach, etc. The study recommended the government to train more teachers, 

equally the government should staff officers to organize workshops and refresher 

courses for teachers, the government and is asked to pay teachers well and 

teachers are asked to use student friendly teaching approaches. In conclusion 

. teachers, stakeholders, parents, students and other opinion leaders and shapers 

are called upon to take charge of education development to see to it that standards 

of Matagaro secondary are upheld in regional and national spheres.