Integration of Continuous Assessment Tests in Teaching and Learning of English Language in Awendo Sub-County, Kenya
Abstract
The ministry of education in Kenya adopted continuous assessment in curriculum
implementation to help in gauging learners’ performance in various subjects with a view of
making necessary adjustments to help improve teaching and learning process. However, there is
no information on whether continuous assessment has been integrated in teaching and learning
English language in primary schools, with reference to class seven in Awendo Sub-County,
Kenya. The purpose of this study was to examine the methods teachers used in teaching and
learning of English language in class seven in public primary schools in Awendo sub-county.
The objective of the study was to examine the methods teachers used to integrate CATs in
teaching and learning English language. The data on performance in the subject available in
Awendo Sub-County indicate dismal performance in the subject in schools between the years
2015 to 2017. Descriptive survey research was used in conducting this study. The study was
conducted in Awendo sub-county, Migori County. The study targeted 71 head teachers, 71 class
seven teachers of English, 5 Curriculum Support Officers and 2354 pupils, giving a total
population of 2501. Saturated sampling was used to sample head teachers, teachers of English
and Curriculum Support Officers. However, on the side of the pupils, the researcher used simple
random sampling to get the sample size of 235 which is 10% of pupils’ population, giving a total
population of 382. The instruments for data collection included questionnaires for class seven
teachers of English and class seven pupils, interview schedules for CSOs and head teachers. To
test the validity and reliability of the research instruments, piloting was done in two schools that
were not included in the study. Descriptive statistics was used to analyze the data and results
presented in tables, graphs and percentages. The research findings indicated that CATs were
being integrated in teaching and learning, most teachers were using formative assessment and
other teachers used feedback method. Understaffing was also found to be a major challenge. The
study recommended that teachers should use a variety of teaching methods and different types of
assessment. The study also recommended further research to be done in other counties.
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