FACTORS LEADING TO UNDER PERFOMANCE IN ENGLISH SUBJECT BY

STUDENTS IN TARAKWA SECONDARY SCHOOL IN BOMET CENTRAL SUB

CO

DOLINE MEKA
EDU-G-4-0302-17

NAOMY CHEROP
EDU-G-4-0439-17

EVALINE CHEROTICH
EDU-G-4-0494-17

A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF EDUCATION IN

PARTIAL FULLFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE
DEGREE OF BARCHELOR OF EDUCATION ARTS OF GRETSA UNIVERSITY

APRIL 2021
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 DEDICATION
We dedicate this project to God almighty our Creator, our strong pillar, our source of inspiration, wisdom,

knowledge and understanding. We extend our dedication to our parents/guardians and friends who have

supported us physically, financially, morally hence making it successful.

iii
 ACKNOWLEGEMENT

First and foremost, praises and thanks to Almighty God for his showers of blessings throughout

the research work for enabling us to complete the research successfully. We would to express our

deep and sincere gratitude to our research supervisor Mr. Edwin Muna. We are extremely grateful

to our parent for their love, caring and sacrifices for educating and preparing us for our future.

iv
 TABLE OF CONTENTS
DECLARATION..........................................................................Error! Bookmark not defined.

DEDICATION............................................................................................................................... ii

ACKNOWLEGEMENT.............................................................................................................. iv

LIST OF TABLES ..................................................................................................................... viii

LIST OF FIGURES ..................................................................................................................... ix

ABBREVIATIONS AND ACRONYMS ..................................................................................... x

OPERATIONAL DEFINITION OF TERMS ........................................................................... xi

ABSTRACT ................................................................................................................................. xii

CHAPTER ONE: INTRODUCTION ......................................................................................... 1

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

1.2. Statement of the problem ..................................................................................................... 3

1.3 Purpose of the Study ............................................................................................................. 4

1.4 Conceptual Framework ......................................................................................................... 5

1.5. Research questions ............................................................................................................... 6

1.6. Objectives of the study ......................................................................................................... 6

1.5.1. General Objective .............................................................................................................. 6

1.5.2. Specific Objectives ........................................................................................................ 6

1.6 Hypotheses of the Study........................................................................................................ 6

1.7. Significance of the Study ..................................................................................................... 7

1.8 Limitations of the Study ........................................................................................................ 7

CHAPTER TWO: LITERATURE REVIEW ........................................................................ 8

2.1 Introduction ........................................................................................................................... 8

2.2. Home Background and Students’ Performance in English Subject ..................................... 8

2.3. School Related Factors and Students' Performance in English ............................................ 9

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 2.4. Teaching and Learning Resources and Student’s Performance in English ........................ 11

2.5. Theoretical Frameworks ................................................................................................... 12

CHAPTER THREE: RESEARCH METHOROLOGY.......................................................... 13

3.1 Introduction ....................................................................................................................... 13

3.2 Research Design .................................................................................................................. 13

3.3. Target Population ............................................................................................................... 13

3.3 Study Area ........................................................................................................................... 13

3.4. Sample Size ........................................................................................................................ 14

3.5. Sampling Procedure ........................................................................................................... 14

3.6 Sample size.......................................................................................................................... 14

3.7. Research Instruments ......................................................................................................... 14

3.8. Validity of Research Instruments ....................................................................................... 15

3.8.1 Reliability ..................................................................................................................... 15

3.9. Data Collection Procedures ................................................................................................ 15

3.10. Data Analysis Techniques ................................................................................................ 15

3.11. Ethical considerations ...................................................................................................... 16

CHAPTER 4: DATA ANALYSIS PRESENTATION AND INTERPRETATION .......... 17

4.1. Introduction ........................................................................................................................ 17

4.2 Questionnaire Response Rate .............................................................................................. 17

4.3. Home Background Information ......................................................................................... 17

4.3.1 Parents Contribution to their Children with Classwork and Assignment ..................... 18

4.3.2. Provision Of Learning Materials I.E., English Textbooks by Parents and Guardians to
Their Children in Order to Enhance Learning. ...................................................................... 18

4.3.3 The Influence of Students’ Absenteeism and Its Effects on The Performance in English
Subject. .................................................................................................................................. 19

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 4.3.4 The Study Further Sought to Establish the Percentage of The Parents Attending School
Meetings on Matters Regarding English Performance. ......................................................... 19

4.4. School Related Factors. ...................................................................................................... 19

4.4.1. The study sought to find out the degree to which the respondents agreed to the fact
that their teachers are punctual in class attendance and its influence on the students’
performance. .......................................................................................................................... 19

4.4.2 Class Management by Teachers ................................................................................... 20

4.4.3. How Different Teachers Handle Underperforming Students at Different Levels ....... 21

4.4.4. Motivation and Evaluation .......................................................................................... 21

4.4.5. Syllabus Coverage ....................................................................................................... 21

4.5. Facilities and Instructional Materials. ................................................................................ 22

4.5.1. The study sought to establish the adequacy and availability of instructional materials
in the library........................................................................................................................... 22

4.5.2. The researcher sought to ascertain the whether the work load of English teachers had
some influence on the underperformances of students in that subject .................................. 22

4.5.3. Duration of the Service of The Respondents ............................................................... 22

CHAPTER FIVE: SUMMARY OF FINDING, DISCUSSIONS, CONCLUSIONS AND

RECOMMENDATIONS............................................................................................................ 24

5.1 Introduction ......................................................................................................................... 24

5.2 Summary of Findings .......................................................................................................... 24

5.3 Conclusions ......................................................................................................................... 25

5.4 Recommendation ................................................................................................................. 25

REFERENCES ............................................................................................................................ 26
APPENDICES ............................................................................................................................. 27
Appendix 1: School Principal Interview Questionnaire ............................................................ 27

Appendix ii: Teachers Questionnaire ........................................................................................ 30

Appendix iii: Students’ Questionnaires..................................................................................... 33

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 LIST OF TABLES

Table 4. 1: Questionnaire return rate. ......................................................................................................... 17

Table 4. 2. Responses on whether parents assisted their children with assignments and class work ......... 18
Table 4. 3:Parents providing their children with adequate books to enhance English................................ 18
Table 4. 4:Causes of students’ absenteeism. ............................................................................................... 19
Table 4. 5: Percentage of parents attending school meetings ..................................................................... 19
Table 4. 6: students' response about teachers’ punctuality in attending English classes. ........................... 20
Table 4. 7:English Teachers views on recognition of student's individual differences. ............................. 20
Table 4. 8: Ways of handling underperforming students in class during English instruction. ................... 21
Table 4. 9: Teachers' response on the principal's recognition of their needs. ............................................. 21
Table 4. 10: Teachers' response on syllabus coverage. ............................................................................... 21
Table 4. 11: Availability and adequacy of instructional materials in the library ........................................ 22
Table 4. 12: Workload ................................................................................................................................ 22
Table 4. 13:Respondent’s years of experience in the field of Education .................................................... 23

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 LIST OF FIGURES

Figure 1. 1:Conceptual Framework ................................................................................................ 5

ix
 ABBREVIATIONS AND ACRONYMS

CLT-Communicative Language Theory

ESL-English as a Second Language

KCSE-Kenya Certificate of Secondary Education

KICD-Kenya Institute of Curriculum Development

KIE-Kenya Institute of Education

KNEC-Kenya National Examinations Council

DFID-Department For International Development

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 OPERATIONAL DEFINITION OF TERMS

English a subject taught in high school

Influence refers to the capacity to have an effect on behavior of something or someone,
in this
Performance is the achievement of at least a mean of 6.1 and above against 12

Resources- -Are necessary materials needed to effectively teach and learn English

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 ABSTRACT

Under performance in English subject can shatter learners’ dreams and goals as English subject is
important in every aspect of life. However, students' achievement in this subject in Tarakwa
secondary school is alarming to parents, teachers and also the government. The purpose of this
study therefore was to investigate factors for underperformance in English subject in Tarakwa
secondary school in Bomet County. The set objectives were to examine the extent to which home
background factors, school related factors and availability and adequacy of instructional materials
had an impact on the underperformance of English subject by students in Tarakwa secondary
school. The theories that guided our study was communicative language theory. The study targeted
919 respondents, stratified sampling technique was adapted and of which 20% of the students was
sampled from each class to obtain a total of 180 students, the principal and all the 18English
teachers were included giving a sample size of 199 respondents. The study adapted descriptive
research design data was collected through interview and administration of questionnaires. The
data collected for the study revealed that most parents are not able to assist their children in doing
their assignments and guiding them on educational matters. From the findings they were not able
to provide personal educational materials like English revision books and novels. Conclusions
were that several factors such as inadequacy of instructional materials, absenteeism, and lack of
motivation and appraisal of teachers greatly contributed to the bad performance of these students
in English subject.

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 CHAPTER ONE

1.1. Introduction

This chapter outlined the following topics background of the study, statement of the problem,

purpose of the study, conceptual framework, objective of the study, research question,

Hypothesis of the study and limitation of the study.

1.1 Background of the study

Worldwide, the main objective of Education in any Democratic society is to provide learners

with quality Education that enables them to become literate and productive members of the

society. English as a subject is indeed very important not only to those people for whom it is a

mother tongue but also for whom it is an official language, including Kenya.

In their study on school teachers, what's more, educational results in agricultural nations

Glecowe and Kremer (2005) describe the impact of additional resources inputs on educational

achievements as mixed. Good governance, practices and reforms, giving more autonym to

schools are better than giving incentives to teachers for improving students’ achievement.

In China, Lai, Sadoulef, and De Janvry (2008) found that school attributes made a difference

for test scores of the great school selection test and teachers’ quality significantly improved

academic performance.

In Botswana, Mwamwenda and Mwamwenda 2014) connected the accessibility of study halls,

work areas and books to essentially better execution in examinations. This was in help to the

conflict that school facilities are integral in academic achievement. Similarly, based on Adesaa

(2016) the physical facilities can help students to enhance their achievement on learning.

In Uganda, a baseline study showed that there was correlation between examination results at

the end of secondary schooling to instructional materials. In fact, a test of writing ability

1
positively correlated with instructional materials. Instructional materials play a significant part

(Caraseo et all.2018). In some few schools, students considered weak in English are taught in

a very poor way in consideration of the fact that they are academically weak thus making them

become more weaker in academics (fortune &Chaudhry 2011).

Study conducted in poor region where the population had been visited by many adverse

elements such as drought, civil strife and continued insecurity. Olaka and Opolot, Okulut

(2008), found that exhibition of understudies was antagonistically influenced contrasted with

different areas essentially ascribed to educator factors, enormous classes, helpless school

offices, lack of homework, lack of reading among teachers and students, lack of sound and

leadership in the school administration and inadequate amount of time allocated to teaching

and learning.

In Kenya, according to the Kamunge Report (1988), education and training is an instrument

for national development. It has been used to equip and prepare the youth with knowledge,

skills and expertise necessary to unable to play an effective role in the society to serve the needs

of national development. Furthermore, education is a key component of human quality

essential for generating high income and sustainable social economic development. It is

characterized as an essential independent in poverty education (Ogawa,2010)

Low grades have been recorded in English over a long period of time as literature has reported

too many researches that has been carried out at school as well as graduation level in several

countries round the world. Low grades have been the trend despite the review of the subject

syllabus (KIE 2006 currently KICD).

The purpose of this study therefore is to examine factors for underperformance in Tarakwa

secondary school in Bomet County.

2
Low grades have been the trend in Tarakwa secondary as witnessed in the analysis of their

mean scores as presented in the table below from the school record.

FORM MEAN GRADE

1 6.1

2 5.3

3 4.7

4 3.9

Table 1. 1: Class performance in English subject in Tarakwa Secondary school

Poor performance in English take away chances of education and training .In Kenya according

to Kamunge Report (1998), Education and training are an investment for national development

and critiqued by (Draxler, Alexandra 2014) as human right and an end in itself, and on the

other, education as a tool for economic development, evolving definition of equity, fairness,

and equal opportunity, including opportunity for all to have access to organized learning

opportunities throughout life. It has been used to equip and prepare the youths with knowledge,

skills, and expertise necessary to enable them to play an effective role in the society and serve

the needs of national development therefore it is evident that English gives the students a good

educational progress or career.

1.2. Statement of the problem

There are many factors influencing teaching and learning of English in secondary schools over

the past 4 years, the performance in English in Tarakwa secondary school has been lagging

behind as compared to other schools in Bomet Central sub-county as evident from Kenya

Certificate of Secondary Education (KCSE) results from KNEC results from various schools

records as presented in the table below

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 SCHOOLS YEAR YEAR YEAR YEAR PERFOMANCE IN
ENGLISH IN TERMS
2016 2017 2018 2019
OF MEANSCORE

Tarakwa 3.4 3.4 4.1 3.7 3.7

secondary

Chesoen 5.7 6.1 5.2 5.6 5.7

secondary

Kimargis 6.3 6.0 5.4 5.0 5.7

secondary

Kamogoso 7.1 6.5 5.4 7.4 6.6

secondary

Kiplokyi 6.3 5.2 6.8 7.1 6.4

secondary

Muiywek 8.1 7.4 7.6 6.9 7.5

secondary

Aisaik 8.5 7.8 7.9 8.2 8.1

secondary

Table 1. 2: Schools’ KCSE English mean grade in Bomet central sub county, Bomet County as

it has been retrieved from the identified school principals.

This study thus investigated causes of poor performance in English in Tarakwa secondary

school in Bomet central sub county. We found other schools in the sub-county performing very

well, this therefore made us to focus on the Tarakwa secondary school in order to note the

reasons for poor performance in this school.

1.3 Purpose of the Study

The purpose of the study was to establish factors influencing students’ performance in English

in Tarakwa secondary school in Bomet central sub-county

4
1.4 Conceptual Framework

This shows the relationship between the variables in the study and how they relate. It helps to

point out the relationships proposed and also tests the significance of the relationships between

the variables.

Independent variables Dependent variable

Home background

 Literacy of parents

 Provision of textbooks

School related factors

 Safety Performance in English

 healthy relationships

Facilities and instructional

materials

 Textbooks

 Human resources
Figure 1. 1:Conceptual Framework

5
1.5. Research questions

I. To what extent did the home related factors influence performance in English?

II. To what extent did the school related factors influence performance in English?

III. To what extent did facilities and instructional materials influence performance in

English?

1.6. Objectives of the study

This study was set to achieve the following objectives:

1.5.1. General Objective

The main objective of the study was to identify factors that influence poor performance in

English in secondary.

1.5.2. Specific Objectives

i. To examine the extent to which home background influenced performance in English

ii. To identify the extent to which school related factors affects students’ performance in

English.

iii. To investigate the extent to which instructional materials influences performance in

English

1.6 Hypotheses of the Study

In trying to answer the arising questions in the research the following null hypothesis was

tested.

i. Home background factors do not contribute to underperformance in English subject.

ii. There were no school related factors contributing to underperformance in English

subject

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 iii. Inadequate instructional materials do not influence underperformance in English

subject.

1.7. Significance of the Study

Students' achievement in English in Kenya certificate of secondary education (KCSE)

examinations involves a complex interaction of factors that have specific direct or indirect

effects. Exploring the factors that influence the academic outcomes of students in English in

Tarakwa secondary school will bring critical focus to the issues of under achievement and

identify opportunities to improve the academic outcomes of students, and by extension, the

social mobility of a large mass of young people. Failure to address the issues of under

achievement in Tarakwa secondary school may lead to significant psychological social

implication and real cost in health and welfare crimes and violence. The findings of this study

have relevance to teachers, parents and students of Tarakwa Secondary School.

1.8 Limitations of the Study

Covid-19 restrictions -we were unable to interact with all the respondents at once. To mitigate

this limitation more time was allocated in order to interact with all the respondents as we

followed the laid down regulations by the government in order to accommodate all the

respondents, hence extended our research to one month instead of three weeks.

According to Webster, Ianucci and Romney (2002) and Iraki (2013) established that

respondents tend to rate themselves on positive traits, it was not easy to control the attitude of

the respondents this would have affected the validity of the data hence the Respondents were

assured confidentiality of their responses

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 CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction

This Chapter presents a review of literature. It highlights the factors that influences English

teaching and learning in Tarakwa secondary school and factors that generally contributes to

under performance in English. The conceptual and Theoretical framework guiding the study is

also presented.

2.2. Home Background and Students’ Performance in English Subject

According to Barnard (2004) Level of instruction of guardians is how much guardians have

procured some information, abilities and estimations of casual and formal schooling. Anyikwa

and Obadike (2012) add that parental involvement is the participation and support of parents

at school and home, which directly and positively impacts education performance of their

children. The scholastic presentation of understudies likewise vigorously relies on the parental

association in their scholarly exercises to achieve the more elevated level of value in scholastic

success.

This finding is most often attributed to differences among groups in their opportunities to learn,

the quality of the education to which they have access and their home environment. Instructed

guardians can more readily speak with their kids in regards to the school work, exercises and

the data being battled at school. They additionally go about as great good examples to their

teenage children who aspire to emulate them especially in their mannerism, their refined

lifestyle as opposed to children of illiterate parents. In the homes of educated parents, high

standard of scholarship has been established and the children endeavor to follow suit by

working hard in school and speaking fluent English.

Educated parents also provide adequate learning materials for their children, which stimulate

them to learn and perform well. These parents are concerned over their children's performance

8
which sometimes makes them coach their children themselves or appoint part time teachers for

themselves. They send their children to the best nursery and primary schools which serve as

sure gate ways to secondary and university education which in turn leads to higher educational

qualification to occupy higher position in societies.

Sentamu (2003) affirms that the educational attainments of parents determine the kind of school

to which their children go to. Such schools are near in kind to the ones their parents attended.

Moreover, Cheeks (2012) parental involvement in education either in school or that at home

creates partnership among schools, parents and communities. This therefore develops effective

communication from home to school and from school to home. This tends to lay a foundation

for better performance of their children while at school.

A study carried out by Considine and Zappala (2002) in Australia on ‘the influence of

education, disadvantage in the academic performance of school’ found that families where

parents are educated foster a higher level of achievement in the children because of providing

psychological support for their children.

In a study conducted in Kenya by Kundu and Tutu (2000) established that home background

has significant influence on the achievement of children at school because parents tend to offer

more psychology, social and financial support to their children thus giving them the

opportunity to excel in their studies. However, learning atmosphere is far away from the

stresses and specific targets to students who are learning (Uda,2013).

2.3. School Related Factors and Students' Performance in English

School related factors are associated with safety, healthy relationships, engaged learning and

teaching and school improvement efforts. The national school environment (2007) defines

school environment as positive and supported school environment dependent on examples of

9
individuals' encounters of school life and reflect standards, calls, values, relational relationship,

educating and learning rehearses and hierarchical constructions.

A practical, positive school climate encourages youth improvement and learning essential for

gainful, contributive and fulfilling life in a Democratic culture. This environment incorporates

standards, qualities and assumptions that help individuals feeling socially, genuinely and truly

safe where People are locked in and regard. Understudies and instructors cooperate to grow,

live and add to a common school vision. Instructor's model, support and demeanor that

accentuate the advantage of and fulfillment from learning. Each person contributes to the

operation of the school as well as the care of the physical environment.

Research on safety in schools shows that apart from feeling safe socially, emotionally, and

intellectually and physically-being a fundamental human need. It also promotes student

learning and healthy development. Devine and Cohen (2007).However, a lot of examination

shows that numerous understudies don't actually and genuinely have a sense of security in

school. High school understudies are unfortunate about going to class in view of violence and

personal victimization, some of them experienced during school day.

The involvement of parents or other significant adults has a major impact on students'

achievement (Reeves, 2004). The effect of parental contribution on understudy's

accomplishment is known by instructors, school pioneers, instructive arrangement producers

and guardians. Nevertheless, educational accountability systems fail to effectively

acknowledge this fact (Reeves,2004). What holds the school community together and conveys

the sense that all the individuals involved with the school are members of a family is the

knowledge that everyone is committed to achieving the same outcomes (Sagor, 2004).

The expectation of teachers regarding student's capabilities for learning have an influence on

classroom, practices and performance of students (William 2003). Researchers have found that

10
students are aware of differential treatment by teachers' and that teachers' low expectation and

differential differences are associated with lower student's achievement (Weinstein 2008).

2.4. Teaching and Learning Resources and Student’s Performance in English

Teaching materials used teacher’s skills and attitude together with schools’ facilities and

equipment were found to be important. In this system, the presence of materials and teachers

demand principal’s management skills to maximize outcomes. Instructional materials

contribute significantly to students’ achievement in English language. Their presence and

adequacy could enhance effective learning and better performance in English by the students.

An overview led by Education Insight (2005) in Kenya uncovered that insufficient learning

offices and particularly course readings are a typical element in numerous schools Yeya (2002)

agreed with the above studies that schools with adequate facilities perform better in National

Examination especially in core subjects such as Mathematics and English.

According to Department for International Development (DFID) in direction note, a DFID

practice paper, (2007) research proof affirms that the most predictable qualities in improving

understudies' exhibition are the accessibility of learning resources. Adenuga (2002) further

asserts that the decline in education quality (students’ achievement) to low and declining level

of inputs such as libraries and teaching facilities and manpower (classroom teachers) among

others. Studies on teachers’ effect at the study hall level have tracked down that differential

educator viability is a solid determinant of contrasts in understudy learning, far exceeding the

impacts of contrasts in class size and heterogeneity Sanders and Rivers (2006). All in all, there

is a solid positive connection between the provisions and appropriate use of text books by

learners and teachers and high achievements in language learning.

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2.5. Theoretical Frameworks

This study was guided by Communicative Language Teaching (CLT) Theory developed

Linquist and anthropologist DelL Hymes. It varies from traditional approaches because it is a

learner centered. Communicative Language teaching refers to both processes and goals in

classroom learning. The identification of learners' communicative needs provides a basis for

curriculum design. Also, linguist state that there is a need to focus on communicative

proficiency in Language teaching and that communicative language teaching can fulfill this

need. Since knowledge and learning are viewed as socially constructed through negotiation

according to socio cognitive perspective, another dimension of CLT is learner centered and

experienced based. In other words, in CLT context, learners are seen as active participants.

Proponents of this approach state that the goal of learning is communicative competence.

Another aim is the development of procedures for teaching of the four skills that is; writing,

reading, speaking and listening.

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 CHAPTER THREE: RESEARCH METHOROLOGY

3.1 Introduction

In this chapter the discussion focuses on the Research methodology that. Information on

research design, target population, sample size and sampling process, research instruments,

reliability data collection and data analysis is explained.

3.2 Research Design

This study applied descriptive survey design whereby information was collected by

interviewing and administering a questionnaire to a sample of individuals. Survey was

important in this study and has been found to be effective in describing characteristics of the

population under study. This method was effective in that by identifying specific school, we

got to know the factors leading to under performance in English subjects and therefore their

solutions were highlighted.

3.3. Target Population

The target population consisted of the school principal,18 teachers of English and 919 students

in Tarakwa secondary school in Bomet county as from 2016-2019.This is because they have

presented candidates for Kenya Certificate of Secondary Education examination and therefore

the data is relevant for analysis, interpretation and drawing conclusion.

3.3 Study Area

This study was carried out in Tarakwa Secondary School, Bomet central sub-county in Bomet

county because over the past four year, its English subject mean grade has been so low

compared to other neighboring schools in the region hence making Bomet sub county.

13
3.4. Sample Size

The sample size of our study was 199 respondents; 1 principal,18 English teachers and 180

students.

3.5. Sampling Procedure

This study adopted stratified proportional sampling techniques to group respondents into

manageable groups. Tarakwa School has a total of 19 streams i.e., Form 1 and Form 4 each

having four streams while form 3 and form 2 have five streams. Proposed sampling was used

to select number of respondents whereby the principal, all 18 English teachers and 20% of the

students from each class was sampled and assessed

3.6 Sample size

FORM STREAMS NUMBER OF 20% OF (X) SAMPLE SIZE

STUDENTS(X)

1 4 200 20/100×200 40

2 5 250 20/100×250 50

3 5 250 20/100×250 50

4 4 200 20/100×200 40
TOTAL=900 TOTAL=180

Table 3. 1: Sample selection

3.7. Research Instruments

The study obtained data through use of questionnaires and interviews. Questionnaires has

various advantages which include that information can be collected from large sample and

diverse regions, saves time, confidentiality and seals opportunity for interviews bias.

Interviews was used on the principal and different questionnaires on English teachers and

student. Creswell (2015) confirm that questionnaire is commonly used to obtain important

14
information as they can be developed to address specific objectives of the research problem.

The questionnaires had close ended which was used to obtain quantitative data.

3.8. Validity of Research Instruments

The questionnaires were analyzed on the content construct. The instrument was then tested

through piloting in a local secondary school which had the same characteristics with Tarakwa

secondary school. The school has 16 teachers of English and 50 students.

3.8.1 Reliability

Reliability of an instrument is a measure of how consistent the instrument is in its

measurements. The reliability and the appropriateness of the instruments were tested in the

pilot study for international consistency and stability. Test -retest was done by administering

the same test twice to the same group after 2 weeks.

3.9. Data Collection Procedures

The researcher visited the school and book appointment and collects a letter to establish report.

Questionnaires were issued and collected after being filled. Arrangements were made to book

appointment with the head and interviews were conducted and all instruments were checked

and taken back.

3.10. Data Analysis Techniques

Data analysis is the process of examining data that has been collected for the purpose of

drawing conclusion. After the study the interview guides were examined to ascertain the

accuracy and the uniformity of the data, then the data was edited, coded and organized into

various categories. Descriptive statistics were used to analyze quantitative data, the output was

presented in tables, charts, 3and prose on the research questions and objectives.

15
3.11. Ethical considerations

The researcher adhered to informed and implied consent, confidentiality, and anonymity. We

further explained why conducting the research, objectives and intentions for the findings as

this enabled the participants to decide to take part or not.

16
 CHAPTER 4: DATA ANALYSIS PRESENTATION AND INTERPRETATION

4.1. Introduction

This chapter tends to establish factors that influence performance in English subject in Tarakwa

secondary school in Bomet County. The chapter therefore presents and interprets the findings

of the study based on research objectives. The data is analyzed around the key variables that

are home background, school climate, facilities and instructional materials and human resource

respectively.

4.2 Questionnaire Response Rate

After Data collection the research instruments were checked for completeness to determine

their suitability in giving answers to the study questions, hence; determining the response rate.

Table 4.1 shows the return rate of the responses from the expected respondents of this study.

Table 4. 1: Questionnaire return rate.

Instrument Number of Number of Return rate

questionnaires questionnaires percentage
administered received

Students' 199 192 96.5%

questionnaire

Teachers' 18 18 100%
questionnaires

Total 217 210 196.5%

4.3. Home Background Information

This is information regarding parents whether the parents assisted their children emotionally,

financially and morally with classwork in this case with things to do with English subject.

17
4.3.1 Parents Contribution to their Children with Classwork and Assignment

The study sought to determine whether parents assist their children in doing their assignments

and guiding them on educational matters. The response was as represented in the table 4.2

Table 4. 2. Responses on whether parents assisted their children with assignments and class

work

Response Percentage (%)

Yes 30
No 70
Total 100

It is evident that only 30% of the parents always assist their children with assignments, this

might have some effects on their underperformance on English.

4.3.2. Provision Of Learning Materials I.E., English Textbooks by Parents and Guardians

to Their Children in Order to Enhance Learning.

The researcher sought to ascertain whether parents provide their children with adequate

learning materials to enhance learning of English and its influence on their performance

Table 4. 3: Parents providing their children with adequate books to enhance English

Learning

Frequency Percentage
Students' responses
Strongly disagree 80 44
Disagree 55 30
Undecided 5 3
Agree 16 9
Strong agree 24 13
Total 180 100

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4.3.3 The Influence of Students’ Absenteeism and Its Effects on The Performance in

English Subject.

Another target of the examination was to discover the reasons for non-appearance and its effect

on the exhibition of the understudies in English subject

Table 4. 4:Causes of students’ absenteeism.

Response Percentage (%)

School fees problem 60
Pregnancies 15
Students' laziness 10
Expulsion 5
Family issues 10
Total 100

4.3.4 The Study Further Sought to Establish the Percentage of The Parents Attending

School Meetings on Matters Regarding English Performance.

Table 4. 5: Percentage of parents attending school meetings

Response Percentage
Attended 20
Not attended 80
Total 100

4.4. School Related Factors.

4.4.1. The study sought to find out the degree to which the respondents agreed to the fact that

their teachers are punctual in class attendance and its influence on the students’ performance

19
Table 4. 6: students' response about teachers’ punctuality in attending English classes.

Response Frequently Percentage%

Strongly disagree 90 50
Disagree 54 30
Agree 18 10
Strongly agree 18 10
Total 180 100

4.4.2 Class Management by Teachers

This alludes to the wide assortment of abilities and methods that educators use to keep

understudies coordinated, deliberate engaged, mindful, on task and scholastically profitable

during a class. The data collected were presented in the tables 4.4, Table 4.5 and Table 4.6

Table 4. 7:English Teachers views on recognition of student's individual differences.

The study sought to find out whether English teachers recognize the needs and students’

individual differences like slow learners and fact learners.

Teacher's response Frequency Percentage%

Yes 8 44
No 10 66
Total 18 100

20
4.4.3. How Different Teachers Handle Underperforming Students at Different Levels

The aim of the study was determined how teachers handle underperforming students, table

4.8: shows different responses.

Table 4. 8: Ways of handling underperforming students in class during English instruction.

Response Frequency Percentage%

Remedial 3 17

Extra assignments 8 44

Group discussions 7 39

Total 18 100

4.4.4. Motivation and Evaluation

The study sought to determine the impacts of motivating teachers and its influence on

instruction and results in English subject. Data obtained are presented in table 4.9 below

Table 4. 9: Teachers' response on the principal's recognition of their needs.

Response Frequency Percentage%

Yes 7 39

No 11 61

Total 18 100

4.4.5. Syllabus Coverage

Table 4. 10: Teachers' response on syllabus coverage.

Topics remaining Frequency Percentage%

0 2 11
5 5 28
3 7 39
2 2 11
1 2 11
18 100

21
4.5. Facilities and Instructional Materials.

4.5.1. The study sought to establish the adequacy and availability of instructional materials in

the library.

Table 4. 11: Availability and adequacy of instructional materials in the library

Response Frequency Percentage%

Strongly agree 2 11
Agree 3 17
Disagree 6 33
Strongly disagree 7 39
Total 18

4.5.2. The researcher sought to ascertain the whether the work load of English teachers had

some influence on the underperformances of students in that subject.

Table 4. 12: Workload

Response Frequency Percentage%

Overstraining 7 39
Straining 5 28
Moderate 4 22
Favorable 2 11
Total 18 100

4.5.3. Duration of the Service of The Respondents

The study further sought English teachers’ response on their teaching and learning experience

experiences and its influence on performance of the students in English subject. The data

collected was present in the table 4.13 as follows

22
Table 4. 13:Respondent’s years of experience in the field of Education

Teacher's experience Frequency Percentage%

Less than 2years 8 44
2-5 years 6 33
5-10years 3 17
More than 10 yrs. 1 6
Total 18 100

23
CHAPTER FIVE: SUMMARY OF FINDING, DISCUSSIONS, CONCLUSIONS AND

RECOMMENDATIONS.

5.1 Introduction

This chapter presents a summary of study's main findings, discussions, conclusions drawn from

the study and recommendations are also highlighted. The purpose of the study was to establish

factors influencing performance in English in Tarakwa secondary school in Bomet County.

5.2 Summary of Findings

This section summarizes the finding of study based on research objectives. The factors that

influence performance in English subject included, home background, the school related

factors, facilities and instructional materials. Under the home background factors, parents are

not able to assist their children in doing their assignments and guiding them on educational

matters.

Furthermore, they were not able to provide personal educational materials like revision books

and novels. In addition; there was a high rate of absenteeism among students. The main reason

for students being absent was the parents' delays to pay school fees. We also found that the

parents could not attend school meetings concerning English academic progress.

Under the school related factors, we noted that the students could rarely write compositions

and take them for marking. Also, teachers are not punctual to attend classes. They also ignore

students' individual differences thus cannot assist the underperformance students. We also

found that the teachers rarely organize students for class discussions and had very few debates

within the term. Most of them were also not able to cover the English syllabus on time. On the

interviews conducted with the principal, we found that he was not able to recognize teachers’

needs concerning the teaching and learning of English.

24
On the side of facilities and instructional materials, we found that the school library could not

provide enough textbooks and other revision material. Under the human resources, we found

that most of the teachers have little experience as most of them were below 5years of

experience. It was evident that the principal sponsors the school for symposiums on rare

occasions, thus the students were not exposed to other performing students within the county.

5.3 Conclusions

We can conclude that home background factors, school related factors, facilities and

instructional materials are determinants of performance in English subject in Tarakwa

secondary, Bomet county. By identifying solutions to problems under these factors, good

performance can be achieved in the English subject.

5.4 Recommendation

We recommend that other researchers should identify knowledge gap from the problems we

have highlighted for further studies to be done. some teachers had little or no experience in the

field of Education. The study recommends that the County Education Board should allocate

more learning materials for better learning and teaching in all subjects more so English subject

and further research to be done.

25
 REFERENCES

Adenuga. (2002). Educational expenditure and performance in Nigeria NES

2002 Annual conference .Ibadan: The Nigerian Economic Society.
Anold, J. (2005). Work Psychology .Understanding Human Behaviour in the
Workplace. London: Pearson Education.
Drever.E (1991) School effectiveness: Criteria and Evidence. A discussion
paper.[http://www.scre.ac.uk]
Fraenkel,J. & Wallen, N.E. (2000). How to design and evaluate research in education
JS Owoege,P Olatunde Yara.Asian social science,2011 researchgate net.
Kadzamira, E (1982). “Research on school effects on students’ achievement in
developing countries with special reference to Malawi. Zimbabwe” Journal of
educational research 2(13)
Kagan, J. (1984). The Nature Of The Child. New York: Michigan State University
Kamunge Report (1998). Research in post compulsory education. Kanezja Publishers.
Kombo, D.K and Tromp, D.L.A. (2006).Proposal and Thesis Writing. Nairobi:
Orodho, J (2009). Elements of Education and social Science Research Methods.
Maseno: Paulines Publications Africa.
Richards,Jack C;Rodgers,Theodore S.(2014)Approaches and methods in Language
teaching(3rd ed).Cambridge New York: Cambridge University Press.
Sanders,W..& Rivers J. (1996). Cummulative and Residual Effects of Teachers on
Future Student Academic Achievement. Knoxville, TN: University of
Tennessee.
Tahaineh,Y.&Daana,H(2013).Jordan Undergraduates’ Motivations and Attitudes
towards Learning English in EFL Context.International Review of Social
Science and Humanities,Vol.4,NO.2,159-180.
Willis, J, & D. Willis (2001). Task-based languages learning. In R. Carter and D.
Nunan (Eds) The Cambridge Guide to Teaching English to speakers of other
Language, Cambridge University press, 173-9

26
 APPENDICES

Appendix 1: School Principal Interview Questionnaire

The questionnaire is for research on the factors contributing to underperformance in English

subject in your school. Kindly do not write your name on the questionnaire, be honest when

answering the questions and tick where applicable.

Information provided in this study will be treated with confidentiality, you are guaranteed that

neither you, this school nor any of its personal will be identified in any report of the results of

study.

Students Background Information

1. Do you hold meetings with the parents concerning English performance?

Yes [ ] No [ ]

2. Do you experience any challenges from the parents’ side which contribute to students not

performing better this subject?

Yes [ ] No [ ]

If yes, what kind of challenge[s]

………………………………………………………………………………………..

………………………………………………………………………………………..

Teacher appraisal

3. How often is the work of English teachers in this school appraised by either you, other

colleges in the school or an external individual or body(inspector)

Once in a term [ ] twice in a term[ ] once a year [ ] Never[ ]

Kindly specify which areas

……………………………………………………………………………………………

27
…………………………………………………………………………………………………

…………

4. How often do you sponsor the school for English symposiums?

Once in a term [ ] twice in a term[ ] thrice in a term[ ]

5. How many symposiums did your students attend last year?

1[ ] 2[ ] 3 [ ] more….[specify]

School resources i.e., Instructional and learning materials

6. How many novels did you purchase last year?

………………………………………………………………………………………………

………………………………………………………………………………………………

7. There are enough English subject instruction and learning materials in the library [ English

textbooks and journals]

Yes [ ] No[ ]

8. Do you reward students who do best in English?

Yes [ ] No [ ]

If yes, how often

…………………………………………………………………………………………….

9. What are some of the challenges faced by the students?

28
………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………............................................................................

10.Which strategies have you put in place to improve English performance?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………

29
Appendix ii: Teachers Questionnaire

Kindly you are requested to fill this questionnaire using the following procedure, do not

indicate your name on the questionnaire, answer the questions by either ticking or filling in the

blank spaces provided where appropriate.

If you do not know the answer precisely, your estimate will be adequate for the purpose of

study questions.

Background Information

1. How many years of experience do you have working as teacher?

This is my first year [ ]

1-2 years [ ]

3-5 years [ ]

6-10 years [ ]

11-15 years [ ]

2. Do you have any other teaching responsibilities elsewhere during your working hours?

Yes [ ] No [ ]

3.) How often do you conduct Parents meetings to discuss your students’ performance in

English subject?

Once in a month [ ] Once in a term [ ] Once in a year [ ]

Never [ ]

b) Approximately what is the percentage of parents' attendance? %

5[ ] 20[ ] 40 [ ] 60 [ ] 80[ ] 100[ ]

c) Kindly list some of the issues discussed in those meetings?

…………………………………………….

……………………………………………

30
…………………………………………….

… ………………………………………………

Class Management

4.) Do the following affect the performance of your students in English subject?

Absenteeism (i.e., unjustified absences) Yes [ ] No [ ]

Arriving late in class Yes [ ] No [ ]

Classroom disturbance Yes [ ] No [ ]

If yes, kindly explain to what extent

……………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………….

b) What are some of the measures you have put in place to ensure full class attendance?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………

4a) Do you recognize students' differences?

Yes [ ] No [ ]

b) If yes, how do you handle the underperforming and students who are slow students?

………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………..

31
Motivation and Evaluation

5.a) Does the principal recognize your needs as a English teacher?

…………………………………………………………………………………………………

……………………………………………………

6. Do you have motivational talks with your students often

Yes [ ] No [ ]

7. Have you ever attended any team conference or English symposium?

Yes [ ] No [ ]

8a) Are you involved in decision making by the principal

Yes [ ] No [ ]

9. Do your school library provide enough English textbooks?

…………………………………………………………………………………………………

……………………………………………………….

10.In your own assessment what is your opinion on the workload in your English class?

Overstraining [ ]

Straining [ ]

Moderate [ ]

Favorable [ ]

11a]. What major challenges do you face as English teacher in this school?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

……………………………………………………………………………..

b] your own opinion, what solutions can you suggest to curb these challenges by the parents,
principal and Students themselves and you as a teacher?

32
…………………………………………………………………………………………………
……………………………………………………………………………………………..

THANK YOU VERY MUCH FOR YOUR COOPERATION!

Appendix iii: Students’ Questionnaires

This questionnaire is for our research on the factors for the underperformance in English

subject in your school, please do not write your name anywhere in the sheet for confidentiality.

Kindly be honest while answering all the questions and tick in one of the options where

applicable and finally fill those that require your own personal response.

1.Do your parents follow your English academic progress

Yes [ ] No [ ]

2a) Do your parents/guardians provide English literature books?

Strongly disagree [ ]

Disagree [ ]

Agree [ ]

Strongly disagree [ ]

Undecided [ ]

3.Do your parents assist you in doing your homework?

Yes[ ] No[ ]

4.List some of the challenges you experience at home which affects your performance in

English?

………………………………………………………………………………………………..

…………………………………………………………………………………………………

…………………………………………………………………….

4.How often do you complete and submit your assignments for marking? e.g. [ Compositions,

oral literature, grammar]

Always [ ] Rarely[ ] Not at all[ ]

33
6.Do you participate in English group discussions and class debates?

Yes[ ] No[ ]

How Often do you actively participate in them?

Once in a week [ ] Twice in a week [ ] Rarely[ ] Not

at all[ ]

7.Is your English teacher punctual always in class?

Strongly Disagree [ ]

Disagree [ ]

Agree [ ]

Strongly agree [ ]

8a). Do you experience any challenges?

Yes[ ] No[ ]

B) If yes kindly list some of these challenges

…………………………………………………………………………………………………

…………………………………………………………

10. There are enough learning materials in our librarying journals, English textbooks etc.

Strongly agree[ ] Agree[ ] Disagree[ ] Strongly

disagree[ ]

34