Factors Contributing To Poor Performance In English Language Among Learners With Mental Challenges In Regular Schools In Olchoro Zone, Narok County Kenya

Abstract

ABSTRACT English Language plays a central and strategic role in the school system because almost all the school subjects are taught using English language. However, students’ achievement in this subject in regular schools is not encouraging. Therefore the purpose of this study was to investigate factors contributing to poor performance in English language along learners with mental challenges in regular schools in Olchoro zone Narok County. The study was guided by the following objectives: to establish the teaching approaches used in teaching English to learners with mental challenges in Olchoro zone Narok County; determine the sources of resources used in teaching English to learners with mental challenges in Olchoro zone Narok County; assess the teachers attitudes towards teaching English to learners with mental challenges in Olchoro zone Narok County and to find out the solutions for teaching English to learners with mental challenges in Olchoro zone Narok County. The study utilized descriptive survey design, where the sample of 10% of the total population was selected and a sample size of the study was 50. Descriptive approach was used to collect information. Stratified random sampling was used to select the sample that represented the whole population. Questionnaires and observation check list were used since they make easier to collect data from the respondents. Data was collected and arranged by coding and editing into manageable proportions and entered into the computer by use of Microsoft Excel spread sheet computer programs. The presentation of the study findings was in form of tables, bar graphs and figures where necessary. In summary of the findings, it was found that majority of respondents indicated as the majority that there should be guideline intended to provide minimum standards required from directors, teachers an management of institutions so as to promote English language along learners with mental challenges. The study also found that this guideline should not restrict or replace the management in conducting day to day learning lessons. The study concluded that the problems of learning English language is derived from many different factors in different environments such as teaching approaches used in teaching English, school resources, class size, quality of teachers, and the school attendance of learners. The attitude of some teachers to their job, poor teaching methods and the like influence students’ academic performance. The study recommended that Teachers need to create a relaxed and an enjoyable atmosphere in classes that help them overcome their psychological problems and motivate them to participate more in learning English language.