Relationship Between Learners’ Attitudes And Achievement In English In Secondary Schools In Emuhaya Sub County, Kenya

ABSTRACT

Poor performance in English in Secondary Schools in Kenya has been a long time problem. This acts as a hindrance for learners to join institutions of higher learning since most courses offered in these institutions require one to have passed in the subject. For the last five years, Emuhaya Sub County has been posting low mean scores in English. Between 2013 and 2017, the sub county posted an average mean score of 4.26 compared to its neighbor Hamisi with an average mean of 4.51. Studies have revealed that attitudes towards the English language can be caused by several factors but have not shown the relationship between these attitudes and students achievement in English. This study therefore intended to determine the relationship between learners’ attitude and achievement in English in secondary schools in Emuhaya Sub County, Kenya. The objectives of this study were: to determine the relationship between students’ attitudes towards curriculum objectives and achievement in English; to determine the relationship between students’ attitudes towards learning experiences and achievement in English; to determine the relationship between students’ attitudes towards teaching methods and achievement in English; to determine the relationship between students’ attitudes towards evaluation and achievement in English. This study adopted correlation and survey designs. Simple random sampling was used to select the students and teachers who participated in the study. The sample consisted of 341 form four students and 20 teachers. Data was collected through teachers’ and students’ questionnaires, students’ interview schedule and a students’ score sheet. Quantitative data was analyzed through frequencies, means and percentages. Pearson’s correlation was used to analyze relationships between variables. Qualitative data was analyzed for content in emergent themes. The study found out that the relationship between students’ attitudes towards the English language curriculum and their achievement in terms of learning activities and methods was generally significant with Pearson’s r of .67 and .64 respectively; meaning that when teachers employ more learner friendly methods and experiences in their teaching of English, learners will improve in their attitude hence better achievement. The study recommends that teachers use more of learner centered approaches in teaching. The findings of this study are significant in helping teachers change their approaches to teaching English and help curriculum developers in in-servicing teachers of English on the best methods and experiences to be employed in teaching English. In the long run, an improvement in learner achievement is to be noted.