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.