Macdonald Omuse Omuna, Mak’obila Laban Adero


Learning activities play a crucial role in the instructional process. The use of efficient teaching and learning activities enhances the teaching and learning of English language. However, performance of English language among secondary school students in Kenya has remained poor over the years (2013-2018) as depicted by poor Kenya Certificate of Secondary Education (KCSE) examination results. This can partly be attributed to failure of teachers to adopt appropriate learning activities. Therefore, this study investigated the influence of learning activities used on students’ achievement in English grammar in secondary schools in Kenya. This study was guided by Vygotsky’s Sociocultural Theory and anchored on pragmatic philosophical paradigm. The study employed an exploratory sequential mixed methods approach utilizing quasi-experimental design of non-randomized control group, pre-test-post-test. The target population involved 3399 Form Two students and 84 teachers of English from Teso North Sub-County, Kenya. Stratified and simple random sampling were used to select 10 schools. Simple random sampling was used to select 509 students. Purposive and simple random were used to select 10 teachers. Data was generated using interview schedule, observation schedule, questionnaire and English Grammar Achievement Tests. Validity was determined by expert judgment and piloting. Reliability of the pre-test and post-test were established by test-retest which yielded a coefficient of 0.94 and 0.76 respectively. Cronbach Alpha was used to determine the reliability of the questionnaire which yielded a coefficient of 0.85. Quantitative data was analyzed using descriptive and inferential statistics. Descriptive data was presented through tables of frequencies, percentages, means and standard deviation. Inferential statistics involved t-test and Pearson correlation. Qualitative data was analyzed using narrative analysis technique and presented through narration and direct quotes. The findings revealed that teachers predominantly used individual activities when teaching grammar, language games and group work had a positive influence on students’ achievement in grammar. Pearson Correlation results revealed that there existed statistically significant relationship between learning activities and achievement in grammar (r = .723, n = 509, p = .001). The study concluded that learning activities used influenced students’ achievement in grammar. Language games and group work are effective to be used in enhancing students’ achievement in English grammar than individual activities. This study recommends that teachers of English language should adopt language games and group work activities when teaching English grammar.

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DOI: http://dx.doi.org/10.46827/ejel.v6i1.3326


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