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Research Paper | Arts and Humanities | Kenya | Volume 8 Issue 6, June 2019 | Popularity: 7 / 10
Use of Co-Operative Round Robin Technique on Standard Seven Learners Achievement in English Composition Writing in Public Primary Schools in Kisumu County, Kenya
Kamau Hellen W, Odundo Paul, Inyega Hellen
Abstract: Adaptation of Round Robin technique to teach standard seven learners in English composition writing offers the learners and facilitators opportunity to share valves in the groups and enhancing active participation of all members, which translates to us of critical thinking skills and boosting of learners achievements. . The study was guided by the following objective: To determine the influence of round robin technique on learners’ achievement in composition writing skills in public primary schools in Kisumu County. The study was guided by Piaget’s (1967) theory of cognitive development. (1967) specifically “constructivist” view of description of discovery learning. According to Piaget; teachers should talk with each other and interpret and construct the hidden knowledge by asking questions to learners. Teachers should allow learners to put their knowledge into practice. Pre-test, post-test non-equivalent groups research design was adopted. The sample size of 292 was drawn from 6 teachers of English, 6 headteachers and standard seven pupils in public schools. Data was collected via questionnaire, observation schedules and check lists. Analysis was done using descriptive statistics. For round robin strategy, individual strategy is moderately used (m= 3.80 with SD of 1.160), small groups is poorly used (m= 2.30 and SD of 1.208) adopted in teaching composition and all strategies improve learners’ performance in composition writing. Pre and post- test findings indicated an increase in pass rate for the experiment group implying that brainstorming teaching technique highly improved class pass rate and thus learners’ achievement. 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 that similar studies should be carried out using inferential statistics, especially multiple regression analysis to assess how the individual strategies of brainstorming teaching technique contribute to overall learners’ learning achievements. Other researches can use the Humanist child development theory to cater for the concerns of a paradigm shift to the thinking about holistic development of the learners. , the policy makers and implementers, ministry of Education and Kenya National Examination Council, should address the use of inquiring-based learning in order to provoke critical-thinking in learners as the new (CBC) gets rooted to curb the negative attitude of embracing change of teaching for life and not for exams.
Keywords: Round Robin group, Individual group, small group, whole class, Relay group, composition writing, learners’ achievement
Edition: Volume 8 Issue 6, June 2019
Pages: 790 - 795
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