The Influence of Multilingual Classroom Communication on Pupils’ Performance in English Language at Kenya Certificate of Primary Education in Non-Formal Schools in Korogocho, Kenya

Abstract

The aim of the study was to determine the influence of pedagogical practices on pupil’s performance in English language in Kenya Certificate of Primary Education in Non Formal Schools in Korogocho, Nairobi, Kenya. The objective of the study was to investigate the influence of multilingual classroom communication on pupils’ performance in English Language in Kenya Certificate of Education in Non formal schools in Nairobi, Kenya. The study was based on Instructional Theory. Seventy eighty (78) Non formal schools were targeted, 780 pupils, 78 directors and 180 teachers of English. The study employed descriptive research design. Purposive sampling was used to select 23 Non formal schools from which one director was drawn and two teachers of English were obtained. The sample size of the pupils’ was selected using Solvin’s formula. Data collection was by means of questionnaires, focus group discussion and lesson observation guide. Basing on the questionnaires of the objectives of the study,   established the validity of the questionnaires. Data was analyzed using SPSS and Excel program, Pearson’s Correlation coefficient was used to test the relationship. Data was presented in text, tables, bar and pie charts. The study established that performance in English language was based on the use of multilingual classroom communication. Teachers used multilingual classroom communication during the English lessons which enhanced performance. It was also established that performance was affected by pedagogical practices used by teachers of English. The regression and inferential statistics showed that multilingual classroom communication method had significant relationship with performance in English language. This study is expected to provide useful information on instructional methods to be used in Non formal schools. The study concludes by stating that teachers in Non formal primary schools should be exposed to modern methods of teaching. Similar studies should be conducted in other subjects across the primary schools in Kenya. The study further recommends workshops for teachers and in-service courses for teachers of English to have more exposure and knowledge on what to do when teaching young people.

Keywords: Multilingual, Communication, Classroom,  performance, English Language