Influence of Collaborative Methods on Pupil’s Performance in English Language in Kenya Certificate of Primary Education in Non Formal Schools in Korogocho, Nairobi, Kenya

Abstract

The aim of this study was to establish the influence of collaborative classroom teaching on pupil’s performance in English language in Kenya Certificate of primary education in non formal primary schools in Korogocho, Nairobi Kenya. The objectives of the study were to determine the extent to which learning in groups influence performance, influence of group assignment on pupils performance, the relationships between group discussions and performance in English language. The study was based on Instructional theory, and employed descriptive research design. The target population was 78 non formal primary schools, 78 directors, 180 teachers of English and 780 Pupils. Data was collected by means of questionnaires, focus group discussion and lesson observation guide. Data was analyzed using Pearson’s correlation coefficient to test the relationship between dependent and independent variables. The study established that performance in English language was below average. It was also established that performance was affected by the instructional methods applied by teachers. Pearson’s correlation coefficient results showed that collaborative method had significant relationships with performance in English language. This study is expected to provide useful information on instructional methods to be used in primary schools. The study recommends that the Ministry of Education should encourage the use of collaborative method in primary schools in Kenya. The study concludes that, teachers in Non formal schools should be exposed to the modern methods of teaching.

Keywords: Pedagogy, Non formal schools, Performance, Collaborative methods