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Research Paper | Arts and Humanities | Kenya | Volume 8 Issue 4, April 2019

Effects of Individual Technique on Standard Seven Learners? Achievement in English Composition Writing in Public Primary Schools in Kisumu County, Kenya

Hellen W. Kamau | Odundo Paul ^[2] | Hellen Inyenga

Abstract: Individualized learning carters for learners motivation, responsibility and some autonomy in regard to their own studies; facilitators at primary school use it to promote composition writing. Adaptation of individual technique to teach standard seven learners in English composition writing offers the learners an opportunity to work well together with behaviour; collaboration and communication well natured. The study was guided by the following objective: To examine the influence of individual group technique on learners achievement in composition writing skills in public primary schools in Kisumu County; Drawing from John Deweys theories (1939) schools and classrooms are still placing an emphasis on the importance and relevance of building community, building strong relationships, developing higher level thinking skills for real-life application, and following student interests when planning for instruction. Pre-test, post-test non-equivalent groups research design was adopted. The sample size of 292 was drawn from 6 teachers of English, 6 head teachers and standard seven pupils in public schools. Questionnaire, observation schedules and check lists were used to collect data and analysis related to descriptive statistics. The study found out that for individual technique of brainstorming learning: free writing strategy which implies that the strategy was moderately used (m= 3.20 with SD of 1.240) in teaching composition in public primary schools; individual teaching technique implying technique is poorly used (m= 2.55 and SD of 1.208) adopted. The computed z values for brainstorming technique elements revealed a z-statistic value higher than the z- Critical value and P-value less than 0.05. Thus, the study rejected the entire five Null hypotheses as there was a statistically significant relationship between: individual group technique, whole class technique, small group technique, round robin technique and relay technique; and learners achievement in composition writing skills in public primary schools in Kisumu County. The study recommended for policy use of inquiring method, for practice use of mind mapping to be implemented to boost the learners achievement in composition writing, lastly similar studies should be carried out using inferential statistics, especially multiple regression analysis. ---------------------------------- KEY WORDS: Individual technique, mind mapping, free writing, role playing, word play, learners achievement, composition writing

Keywords: Individual technique, mind mapping, free writing, role playing, word play, learners achievement, composition writing

Edition: Volume 8 Issue 4, April 2019,

Pages: 1180 - 1187

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