The Relationship Between Teaching Methods And Academic Performance In English In Secondary Schools In Winam Division Kisumu City Kenya

ABSTRACT

This investigation sought to determine the relationship between teaching methods that

teachers employed in teaching English language and the academic performance of

secondary schools students of Winam The researcher was prompted to carry out this study

after an outcry that the integration approach in the teaching of English was not yielding

optimal academic results, in the 8-4-4 system of education in Kenya. Thus an empirical

examination of the effects of teaching methods and academic performance was carried

out. The focus was Kisumu District, Winam Division. Research questions were

formulated in order to guide the study. Qualitative research method based on district

methodological traditions of enquiring that explore a social or human problem was used.

Systematic sampling was used to get 6 schools out of the 15 in Winam Division.

Stratified sampling was then used to get the sample size of 60 students. Selfadministered

interviews as well as face- to -face interview were used to obtain data

required to meet the specific objectives of the study. Face to face interviews with teachers

provided the research within. The findings revealed that performance levels are higher

where learner centered methods are used frequently, however, this may vary with the age

of the learners. The study established that teaching methods have a degree of impact on

the performance outcome in English. There may be no difference in performance in

English between boys and girls. The indicator of performance in this case is their score in English achievement tests.

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