TABLE OF CONTENTS
Definition of terms and acronyms ..
Abstract .
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iii
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viii
ix
X
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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3
3
3
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4
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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5
5
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7
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
14
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.
