THE INFLUENCE OF TEACHING METHODS ON STUDENTS’ PERFORMANCE IN

ENGLISH LANGUAGE AT ORDINARY LEVEL: A CASE OF WAMPEEWO NTAKKE

SeS KASANGATI WAKISO DISTRICT

BY

NATUHURIRA OVIA

1153-07234-03237

A RESEARCH REPORT SUBMITTED TO THE COLLEGE OF EDUCATION OPEN

DISTANCE AND E LEARNING IN PARTIAL FULFILLMENT FOR AWARD OF

BACHELOR DEGREE IN ARTS WITH EDUCATION OF KAMPALA

INTERNATIONAL UNIVERSITY

OCTOBER, 2018

DECLARATION

I NATUHURIRA OVIA, declare that the work presented in this report is my original and has

never been submitted to any institution of higher learning for any award.

Signature...H~~ Date..~≤ foqNATUHURIRA OVIA

APPROVAL

This proj t has ~ en submitted for examination with m ap royal as a Supervisor.

~ Date :2~[MR. LAAKI SAMSON

DEDICATION

I dedicate this report to my parents, and all my maternal relatives for their outstanding

contribution towards my education and moral support.

iv

ACKNOWLEDGEMENT

I am indebted to the academic staff of the college of education open distance and e learning and

the entire staff of Kampala International University for their tireless effort of providing me with

education. Special thanks go to my supervisor Mr. Laaki Samson whose guidance, patience,

encouragement at all stages of the study was indispensable for the success in my studies, I owe

him my sincere appreciation for the time that he dedicated to supervise me in this study.

I wish to extend my heartfelt thanks to the almighty God and my parents for all their support in

this entire struggle.

My greatest success is owed to my friends Namanda Sumaiya , wemesa Catherine, and Mukisa

Phiona who willingly helped me throughout my education.

V

TABLE OF CONTENTS

DECLARATION

DEDICATION

ACKNOWLEDGEMENT v

LIST OF TABLES X

LIST OF FIGURE

ABSTRACT XII

CHAPTER ONE 1

1.0 Introduction 1

1.1. Background of the study

1.2. Statement of the problem’ 2

1.3 purpose of the study’ 2

1.4. Objectives of the study’ 2

1.5. Research question’ 3

1.6. Scope of the study 3

1.7. Significance of the study 3

CHAPTER TWO 4

LITERATURE REVIEW 4

2.0 Introduction 4

2.1 Methods of Language Teaching’ 4

2.2 Grammar translation or traditional method 4

2.3 The Direct Method 5

2.4 The Reading Method 6

2.5 The Audio lingual Method 7

vi

2.6 The Audiovisual Method ~

2.7 Communicative Method 8

2.8 Conclusion

2.9 Performance 10

2.9.1 Students’ ability to read, write, speak and understand texts in English 10

2.9.3 Students’ ability to pass UCE English examination II

2.9.4 Students’ ability to communicate in public in English with various people 12

CHAPTER THREE

RESEARCH METHODOLOGY 14

3.0 Introduction 14

3.1 Research Design 15

3.2Population 15

3.3 Sample Size and Selection 15

3.4 Sampling Strategies 15

3.5 Research Instruments 16

3.5.1 Interview Guide 16

3.5.2 Observation Guide 16

3.5.3 Teachers’ Questionnaires 17

3.5.4 Students’ Questionnaire 17

3.6 Research procedure 17

3.7 Reliability and Validity of Instruments 18

3.7.1 Measurement 18

3.7.2 Data Management 18

3.7.3 Data Processing and Analysis 19

VII

CHAPTER FOUR .21

DATA PRESENTATION AND ANALYSIS 21

4.1 Introduction 21

4.2 Biographical Data of Respondents 21

4.2.1 Gender distribution of respondents 21

4.2.2 Age distribution of respondents 21

4.2.4 Level of education of respondents 22

4.3 Identifying various methods used in teaching English language at 0’ level 22

4.3.2 Speaking with English teachers at school 23

4.3.3 How often are students given discussion groups for English practice 24

4.3.4 Are students involved in class and school debts 24

4.3.5 How often do students write compositions 24

4.4 Identifying various methods used in teaching English language at 0’ level 25

4.4.1 Grammar translation or traditional method 25

4.4.2The Direct Method 26

4.4.3 The Reading Method 26

4.4.4 Communicative Method 26

4.5 Establishing the effect of grammar translation method on students’ performance in English

language 27

4.5 Finding the use of the direct method on improving students’ performance in English

language 30

CHAPTER FIVE 34

SUMMARY, CONCLUSION AND RECOMMENDATIONS 34

5.1 Introduction 34

5.2 Summary of the main findings 34

5.2.1 Conclusions and Recommendations 34

VIII

5.2.2 Implications ~

5.3 Recommendations

APPENDICES 38

Appendix i: Questionnaire for teachers 38

Appendix ii. Questionnaire for Students 43

Appendix iii: Observation Guide for the Researcher 46

Appendix iv. Interview Guide for English Language Teachers 49

ix

LIST OF TABLES

Table 1: Showing sample size and selection 16

Table 2: Sex of respondents 21

Table 3: level of education 22

Table 4: How often are students given discussion groups for English practice 24

Table 5: Are students involved in school and class debts 24

x

LIST OF FIGURE

Figure 1: is there enough English language textbooks for the class 22

Figure 2: Speaking with English teachers at school 23

Figure 3: How often do students write compositions 24

xi

ABSTRACT

This study focuses on the influence of teaching methods on students’ performance in English

language at ordinary level: A case of Wampeewo Ntakke S.S Kasangati Wakiso district,

whereby the findings were used to the students and teachers to come up with better teaching

methods to ensure that student’s performance is improved at the school.

The main objective of the research was to analyze the influence of teaching methods on students’

performance in English language at ordinary level, this was to find out whether the teachers are

aware of the teaching methods they use and there impacts to the students they teach. It allows

them to understand the teaching methods and their influence to the performance of the student.

Thus they are able to learn how to use these methods appropriately to the students learning. Thus

the study identifies what the teachers done to the performance of the students.

Questionnaires were used for several respondents who were either purposely or randomly

selected to be part of the study and the data collected was organized and analyzed to generate

information which came up from the research.

Research findings to the influence of teaching methods on students’ performance in English

language at ordinary level: a case of Wampeewo Ntakke S.S Kasangati Wakiso district

experienced some problems and constraints, which were expected but were dealt with efficiently

to ensure the study was carried out in time.

Based on the observation, the researcher found that the speaking exercises, reading practices,

spelling practices in the classroom were hardly given and the students’ skills were low. She

bounded this study to the main problems in the teaching methods. After analyzing some

literature and finding the advantages of using the methods, she and the English teacher settled to

apply these teaching Method in teaching to improve the students’ speaking, reading, writing,

listening skills. The implementation of the teaching Method positively affects their speaking,

reading, writing, listening skills because of several reasons.

It is hard to solve all problems in teaching methods because there are so many problems. They

are complex actually. Other researchers can carry out further studies in this area because the

researcher has limitations in time, finance, and ability. They may consider this study as one of

the references before they carry out research related to students’ performance in English

language.

xfl

CHAPTER ONE

1.0 Introduction

This chapter presents the background of the study, research questions, significance of the

study, scope of the study, research questions that guide the proposed study

1.1. Background of the study:

According to the encyclopedia teaching methods is principles and methods of instructions to

be implemented by teachers to achieve the desired learning by the students. This strategy is

determined partly on the subject matter to be taught and by the nature of the learner.

However, according to my view teaching methods is the technique used by the teacher to pass

on knowledge and skills to the learners.

Performance is the visible outcome of an inward change that is taking place. According to

freeman, the major goal of process product research is to estimate the effects of teacher’s

methods on student learning. The assumption is made that different teachers use different

methods of teaching and they organize their material differently and this affects how students

teach (freeman 1996, p.354).

Teaching methods are some of the observable factors that influence the outcome of teaching.

However, they are other factors that influence learner’s performance for instance principles

that inform the choice of teaching methods.

There have been various methods of teaching English: the direct method, grammar

translation, the reading method, the audio-lingual, the audiovisual and the communicative

approach. English language teaching in Uganda has progressed from the grammar translation

where English is taught by grammar rules introduced at the beginning, followed by written

exercises and a bilingual vocabulary. Each grammatical point is explained and in detail. The

students were expected to memorize the grammatical rule. At this time in Uganda teachers

are mainly using the direct method where oral communication skills are built up in a carefully

graded progression organized around questions and answer exchanges between teachers and

students.

The communicative approach was introduced in Uganda in the 1980’s (Nsibambirs, 1995)

and its main emphasis is the ability of a person who is spoken to, understands what he’s told

and makes an appropriate response.

1

Even by 2002, the state of English language teaching in Uganda was appalling. Teachers had

neglected good teaching methods which emphasized. the four skills of reading, writing,

listening, and speaking. David Mukholi and Anthony Mugerere in the Sunday vision of

March 31st, 2002 wrote as follows:

In Uganda, the decline in English language performance in schools and general everyday use

can be blamed on poor teaching methods and lack of literature. In most cases, vocabulary

selection is poor, while the concept of reading is dead in most schools.

Wampeewo Ntakke is a church of Uganda founded and a government aided school. Its

located 8 kilometres along kampala- gayaza road with a very high population density around

it. It was founded in 1966 by Stanely Semwanga who was a teacher of Gayaza central

primary school. The founder had a passion for the pupils and thought of a way to help these

poor pupils access a lifelong training that will equip them with skills of employability and to

enable them fit in the society even when they drop out of school.

1.2. Statement of the problem:

It has been observed overtime that teachers are using teacher centered methods even after

they have gone for trainings meant to encourage them to use student centered methods. As a

result, students’ performance in both written and oral English is consistently poor and there

seems no sign of the situation improving. According to a Uganda National Examination

Board (UNEB, 2015) a decline in performance was notable in English especially among the

boy child. The teaching standards of the language have been falling over the years.” (Sunday

Vision, 2012 March 31). This research therefore investigated the effectiveness of teaching

methods in English language and how they affect students’ performance.

1.3 Purpose of the study:

The purpose of the study was to find out the effectiveness of teaching methods on students’

performance in English language at ordinary level.

1.4. Objectives of the study:

i. To identify various methods used in teaching English language at 0’ Level.

ii. To establish the effect of grammar translation method on students’ performance in

English language.

iii. To find out the use of the direct method on improving the students’ performance in

English language.

2

1.5. Research question:

1. What methods are used in teaching English language at 0’ Level?

2. How are teaching methods used to improve performance?

3. What influence do teaching methods have on students’ performance?

1.6. Scope of the Study

Content scope:

This study focused on the influence of teaching methods on students’ performance in English

language.

Geographical scope:

The study covered one urban secondary school from Wakiso District. The School is selected

on the basis of it is an urban centered school to examine whether the teaching methods were

effective. This school was selected because it’s easily accessible and the teachers there are

available for my research.

1.7. Significance of the study:

This study is on teaching methods, it will attempt to provide answers to the pending questions

on the influence of teaching methods on students’ performance in English language.

The result is relevant because it will help teachers make conscious decisions in choosing

more effective teaching methods.

The result is also relevant because it exposes teachers to various teaching methods.

The result helps the teacher opt for specific methods of teaching in the classroom.

3

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter consists of two sections that examine the literature on the two main variables of

the study namely: effective recommended teaching methods, the methods available for the

English language teachers to use and the effect of teaching methods on performance of the

students.

2.1 Methods of Language Teaching:

Holden (1996), observed that, for over a century, language educators have attempted to solve

the problems of language teaching by focusing almost exclusively on the teaching method.

What constitutes a particular method may not be very clear because a teacher will claim to

use one method in his classroom and yet elements of another will be found in his teaching

methodology. Any present day theory of language must try to understand what the methods

Stand for and what they have contributed to present-day thinking. This is therefore an attempt

to explain what each method considers its focal point in language learning.

The teaching of English has evolved over the years with newer methods being introduced and

the older ones integrated or just discarded. Beginning with the grammar translation method in

the last part of the 1800s then to the direct method where the classroom sessions were

conducted exclusively in the target language. This evolved to the reading method in the early

1920s with emphasis on reading strategies. Then the audio lingual and audiovisual methods

in the 1950s that emphasized listening, speaking and seeing in the target language. From

these evolved the present communicative approach which integrates all the other methods.

2.2 Grammar translation or traditional method

According to Rouse (1998), Grammar translation method was the offspring of German

scholars whose objective was “to know everything about something rather than the thing

itself” W.H.D. Rouse I 998:3 quoted in Richards, According to Richards, grammar translation

is a way of studying a language that approaches the language first through detailed analysis

of its grammar rules, followed by application of this knowledge to the task of translating

sentences and texts in and out of the target language. Reading and writing were the major

4

focus. Speaking and listening came in as secondary. Vocabulary selection was based solely

on the selected text and the translation was provided and the rules presented and illustrated.

The sentence was considered as the basic unit of teaching and language practice. Accuracy

was emphasized and students were expected to attain high standards in translation. Grammar

was taught deductively by presentation and study of grammar rules, which they then

practiced through translation exercises. The students’ native language was the medium of

instruction and it was used to explain new items and comparisons between the two languages.

The teaching materials used where mainly academic literature that had been written in the

target language. Textbooks were prepared to teach ‘modern languages’ like English on

similar lines to those of Latin and Greek.

The major defect of the grammar translation method lay in the overemphasis on the language

as a mass of rules and in the limitations of practice techniques, which never emancipated the

learner from the dominance of the first language. On top of that the sheer size of the task of

memorization and the lack of coherence with the language facts made this method a very

difficult entry into the target language. The researcher found this method still in use

especially in rural areas where the teachers explained that it was the only way to get the

students to understand what they were teaching because the students did not know enough

English to follow the lesson in English. Learners in most RSs translated whole chunks o[

speech from one language to another.

2.3 The Direct Method

William Harvey (1936), stated the method was first introduced in France and Germany and

later was recognized officially by the governments of Germany, France and Belgium. An

international congress of modern language teachers was held in 1898 in Vienna and decided

that the direct method should be used in all elementary teaching of foreign languages (Rivers,

1964). In Britain a compromise policy of adopting the direct method’s emphasis on the

spoken language and some other techniques was recommended in the early 20th century.

Language-teaching reforms from 1850 to 1900 particularly in Europe attempted to make

language teaching more effective by a radical change from grammar translation (Harvey,

1936). The direct method represents a shift from literary language to the spoken everyday

language as the object of early instruction, a goal that was totally lacking in grammar

translation. Classroom instruction was conducted exclusively in the target language

5

According to Whitehead (1966), two major problems persistently troubled direct teaching

method. One was how to convey meaning without translation and safeguarding against

misunderstanding without reference to the first language. The other problem was how to

apply the direct method beyond elementary stages of language learning. It was argued that

because of the absence of translation, the method made it very difficult to convey the

semantics or to teach grammar. The direct method could only be practiced in a classroom

where the number of students was limited because certain activities involved in the method

were not easily applicable in a larger group of learners. The main drawback was attributed to

the difficulty in finding a native speaker to teach the foreign language and the method was far

too dependent on the qualifications of the teacher rather than on the textbook (Byram, 2004)

and it was difficult to recreate the learning conditions of the native language in the foreign

language classroom.

In Uganda this method is still used in some the secondary schools especially the USs where

the students are expected to come out of primary school with enough competence to follow a

lesson in English. The RSs incorporate it with the grammar translation when they see that

their students are not following what is being said.

2.4 The Reading Method:

William, (1981), stated in 1926 West, a British educator and later in 1953 Bond an American

educator, advanced this method and they deliberately restricted the goals of language

teaching to training in reading comprehension. The reading method grew out of practical

educational considerations of the l920s and not from a shift in linguistic or psychological

theory.

In Uganda’s secondary schools this method is used as part of other methods. It is mostly used

in USs because they have textbooks and they can afford to use reading as a method of

language education. In the RSs the teacher is lucky to even have a reference textbook for the

teacher so this method is not used in the RSs where it would be impossible to implement.

However even where the reading method is used it is not used independently on its own.

Whitehead (1966) and Gurrey (1962) noted that Reading Method is related to two principles

of activity and a lot of practice. This is where activity involves among other things reading

and this builds the reading skill of the students.

6

2.5 The Audio lingual Method

According to Cochran (1957), the theory of language underlying audiolingualism was derived

from a view proposed by American linguists in the I950s. This method views the learning

process as one of habituation and conditioning without the intervention of any intellectual

analysis. It lays emphasis on active and simple practice. It encourages the separation of the

skills listening, speaking, reading, and writing and the primacy of the audio lingual over the

graphic skills. Emphasis was placed on certain practice techniques, mimicry, memorization

and pattern drills. It encourages the use of language laboratories. It establishes a linguistic

and psychological theory as a basis for the teaching method. Its psychology is avowedly

behavioristic and its main followers are Skinner and Osgood. This method is not used in

Uganda in the English classes due to lack of laboratory facilities and even the teachers

themselves are not very confident of all the pronunciations of some English words.

2.6 The Audiovisual Method

According to Randolph, (1959), this method was developed in the 1950s in France by a team

directed by Guberina and Rvenc. A visually presented scenario provides the chief means of

involving the learners in meaningful utterances and contexts. Language learning was

visualized as falling into several stages: a first stage where the audiovisual method is

particularly applicable in which the learner becomes familiar with everyday language. A

second stage involves the capacity to talk more consecutively on general topics and to read

non-specialized fiction and newspapers (Randolph, 1959). The third stage involves the use of

more specialized discourse of professional and other interests. In contrast to the audio-lingual

method it stresses the social nature and situational embeddedness of language. The major

criticism is like the direct method there is difficulty in conveying meaning and the other is

that the rigid teaching sequences are based on an entirely unproved assumption about

learning sequences.

The difference between audio-lingual and audiovisual methods is minimal. Audio-lingual is

talk and hearing while audiovisual is talk and see but you cannot talk and see without hearing

that is why it is said that the difference is minimal. These methods are encouraged in the

integrated/communicative approach but they fail only because of lack of equipment to use in

the language laboratories. These methods are not used in Uganda’s English language lessons

because of the lack of facilities for conducting these kinds of classes.

7

Gillian (1983), indicated that both the audiovisual and audio-lingual methods support mostly

the principles which are concerned with the speech of the students eliciting speech, eliciting

organized speech and controlling the input given to the students. These methods also support

Gurrey and Whitehead’s principle of having the students do a lot of practice and activity in

class. However, when these 2 authors talk about activity they do not limit it to only speech

but to other classroom activities like reading and writing.

2.7 Communicative Method

This method focuses on language as a medium of communication and recognizes that all

communication has a social purpose - learner has something to say or find out.

Communication embraces a whole spectrum of functions (e.g. seeking inforrnation/

apologizing! expressing likes and dislikes, etc.) and notions (e.g. apologizing for being late!

asking where the nearest washroom is). This movement which flourished in 1970’s and 80’s -

raised pupils’ motivation through short-term objectives and through teaching language

appropriate to a range of relevant topics and situations (e.g. shopping! hobbies/exchanges). In

Uganda a group of scholars came up with the Integrated English textbook based on

communicative method offered opportunities for communication for secondary schools from

Si- S4.

This method is much more pupil-orientated, because it is dictated by pupils’ needs and

interests. The classroom should provide opportunities for rehearsal of real-life situations and

provide opportunity for real communication. Emphasis on creative role-plays! simulations!

surveys! projects! playlets - all produce spontaneity and improvisation - not just repetition

and drills. It places emphasis on active modes of learning, including pair work and group-

work often not exploited enough by teachers fearful of noisy class. It also emphasizes oral

and listening skills in the classroom not just hearing teacher, but having personal contact

themselves with language, practicing sounds themselves, formulating sentence patterns and

getting chances to make mistakes and learn from doing so.

Reading and writing skills need to be developed to promote pupils’ confidence in all four skill

areas. By using elements encountered in variety of ways (reading! summarizing! translating/

discussion! debates) - makes language more fluid and pupils’ manipulation of language more

fluent. Grammar is taught, but less systematically, in traditional ways alongside more

innovative approaches because communication depends on grammar. Disregard of

grammatical form virtually guarantee breakdown in communication. It seeks to motivate

8

students by arousing their interest and leading to more active participation using materials

which relate to pupils’ own lives and they must be fresh and real.

Teachers are encouraged to develop learning materials on the basis of particular needs

manifested by the class. Individual learners are seen as possessing unique interests, styles,

needs and goals. Linguistic variation is a central concept in materials and methodology.

Translation may be used where students benefit from it. Reading and writing can start from

the first day if desired. The target linguistic system will be learned best through the process of

trying to communicate.

According to Gurrey (1962), the communicative approach supports the principles encourages

teacher student interaction, a lot of student activity, play and practice in the

Classroom, the teacher to be prepared before the lesson by having a purpose, aim and being

aware of the student differences before the class.

Freeman, (1996) noted that the communicative approach is closely related to the hermeneutic

research paradigm and the teaching and learning framework that deal with the mental abilities

of both the students and the teachers and the need to communicate in a style that will be

understood by the learner during the process of teaching and learning in the classroom.

2.8 Conclusion

According to Nsibambi (1995), the communicative approach is the most effective teaching

method because it is based upon suitable principles that promote selection of good teaching

methods. The old English language teaching methods namely: grammar translation, direct

method, reading method, audio lingual and audio visual methods emphasize the functional

aspect of language which is very limiting while the communicative approach incorporates

them all into one so that communication can take place between teacher and students, and

between student to student.

Freeman and Otto go further and look at the mental process of the teacher in selecting

methodology and its effect on the lesson and the student, which previous authors had not

looked at. Freeman called this the hermeneutic research paradigm while Otto called it the

teaching-learning process because they examined the teacher’s thinking and mental processes

vis-à-vis the students’ mental activity during the lesson. They put into consideration the

social context that teachers operate in, which include classrooms, schools, communities,

place and time frames.

9

2.9 Performance

Performance is the visible outcome of an inward change that has taken place and to the

extent! degree of change that has occurred. According to Freeman, a major goal of process-

product research was to estimate the effects of teachers’ actions or teaching performance on

student learning.

Freeman, (1996) observed that the different teachers teach differently, they organize material

differently, and they interact with students differently and this affects how the students learnt.

2.9.1 Students’ ability to read, write, speak and understand texts in English

In an ideal situation student performance is supposed to be assessed in all the four language

modes speaking, writing, reading and listening. In terms of reading they are assessed

according to their ability to read comprehension exercises and given excerpts and to

comprehend what they are reading. In terms of performance in speech students are assessed

on their ability to verbally construct sentences which are grammatically correct and

understandable to the listeners. In terms of comprehension the students are assessed

according to their ability to listen and understand when they are spoken to and what other

people are saying when they speak English. With regard to writing students are assessed

according to their ability to write correct sentences with correct tenses. Students are expected

at the end of the course to be able to express themselves in English through their speech and

that is why some textbooks have speech work excerpts.

Accordint to Mushega, (1997) Most RSs no longer enforce speaking English at school as was

the practice in the 1970s and 80s. ... Sometimes they even hold academic discussions in their

local languages Flexibility in marking could be a solution but a change in the teaching

method must certainly take place. In the 1960s debates were part of the English lessons.

Today, debates are considered extra-curricular activities.

South Africa also an African country with similar problems like Uganda in English language

teaching, learning and performance of students in speech, writing, listening and reading skills

has recorded the comment below in one of their language journals. Khattri et al (1998) puts it

well in the excerpt below,

Principals, teachers, students, and parents spoke primarily about the influence of performance

assessments on students’ motivation to learn and on their writing and thinking skills.

10

According to Khattri et a! (1998) they felt that performance assessment when done during the

school year motivates the students to improve in the examined skills. This also explains why

a subject like French teaching in Uganda has maintained an oral examination because it

motivates the students to improve on their oral skills. However, English is not examined

orally and this makes the teachers reluctant to teach skills they know will not be examined.

2.9.3 Students’ ability to pass UCE English examination

According to Khattri (1998), student’s ability to pass exams is one of the indicators that

effective teaching took place. When effective teaching takes place one of the results is

improved performance by the students. This was chosen as an indicator upon which we

would evaluate the teachers’ principles during data analysis.

As a result of collaborative efforts and effective appropriation of performance assessments,

some teachers specifically mentioned that they had acquired a better understanding of some

of their students through their students’ performance on assessments.

As per the excerpt above, student ability to pass examinations assists the teachers to know

how to handle the different students depending on how they have performed at the given

tasks.

The performance of the student in the final examinations has been declining over time and it

is the underlying cause of this research in order to examine why in spite of all the research

done on the various aspects still students continue to perform poorly in both written and

spoken English.

Education supplement, Sunday Vision, 31st March (2002),English language remains the

silent terror in the classroom. Candidates’ answers in national examinations lack factual depth

and display low thinking skills. The appearance of English on the decline slide is not

surprising. Although able to list the main points in an essay, many students fail to support

them because they lack the art of communication, which basically amounts to a language

problem. Most students at both Ordinary and Advanced levels find it a nightmare

constructing sentences with correct grammar.

The aim of this research was to look beyond the physical causes to psychological causes that

affect teachers’ effective teaching methods and consequently student performance. The

myriad influences of performance assessments on teaching are complemented by their

:11

influences on student learning. The impact of performance assessment on students is due as

much to the content of performance —based assignments as it is to the process of assessment

itself.

2.9.4 Students’ ability to communicate in public in English with various people

When effective teaching and learning takes place, the result is that students who want to

practice the new words they have learnt outside the classroom. In situations where the

students revert to their local languages all the time then it may means that learning did not

take place. In the Ugandan setting, many students are unable to communicate in fluent

English even at university level. There is evidence of even teachers who graduate from

various colleges when they are unable to hold a conversation in English and yet they are the

ones we are expecting to teach our children. The New Vision at one time also carried a

related article with a comment from the Head of the Language department at that time at

Makerere and the following was his observation.

Umulasi (2005), “Most students are poor at English grammar,” the head of Language Dept.,

Dr. M. Ssebbunga, was quoted in March 2002 during a conference on language education. At

another forum this was his comment on the inability of the teachers to communicate in fluent

English.

Considering the fact that there are some schools - admittedly only a few — in similar

circumstances who manage to accomplish sterling results, it can be speculated that the

difference lies primarily in the quality of teacher. . .Teachers need to be competent in the

pedagogical discourse of their areas of teaching, and to have the professional disposition

associated with teaching and learning.

When suitable principles are used, suitable methods will be selected and automatically the

students who are a product of suitable principles are able to communicate in public. This is a

result of having learnt to communicate in public in the school setting by participating in

debates and group discussions. An analysis of the effect of principles on performance is

discussed in chapter five which deals with what was observed in the performance of various

students taught using various principles.

Some dissertations reviewed at Makerere University included the three summarized in this

paragraph. Otullu (2000) wrote a dissertation on performance with the main objective of

finding out the relationship between arts students’ performance in written examinations and

12

school practice. Odiya (2001) examined the relationship between students’ perception of

school performance and performance in national examination. Aketekit (2000) dealt with the

methods teachers use to teach novels in literature, their effectiveness and the discrepancies

between the aim and methods in teaching of literature. She examined some TCM and LCM

but her emphasis was on teaching literature and her recommendations were methods to use in

teaching literature.

All the above carried out studies on performance and teaching methods. The gap that this

study sought to cover was an exposition of the effectiveness of methods which in turn affect

students’ performance. This study unlike others before it, examines the tripartite relationship

existing between methods and performance.

13

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This research used mainly qualitative methods and a bit of quantitative methods. Borrowing

the words of Miles and Huberman (1994):

Qualitative data is a source of well-grounded, rich descriptions and explanations of processes

in identifiable local contexts. With qualitative data one can preserve chronological flow, see

precisely which events lead to which consequences, and derive fruitful explanations. The

findings from qualitative studies had a quality of ‘understandability’. Words, especially

organized into incidents or stories, have a concrete, vivid meaningful flavour that often

proves far more convincing to readers and other researchers, a policy maker, a practitioner-

than pages of summarized numbers.

On the basis of that background the researcher used mainly a qualitative approach and collect

data through in depth interviews, questionnaires, proficiency tests, participatory observation,

group discussions and document analysis. The quantitative aspect is case series of secondary

school teachers and this was observational. Random sampling was used to select the

secondary school.

Data was analyzed using qualitative methods and employ the following analysis tools: -

identification of themes, assembling them, descriptive research design in order to draw

conclusions and document analysis of lesson plans and classroom interactions between the

teachers and their students. Therefore, a qualitative research approach of explanatory research

was used to obtain information as to what methods the teachers used to teach and why they

used teacher centered methods in favor of student centered methods.

The researcher used Interpretative analysis for verification of the data gathered. Information

obtained from questionnaires is cross- checked, reinforced and verified through face- to-face

interviews. This information is further used to interpret and explain information obtained

through discussion and observation. Proficiency tests were administered to the teachers of

English in order to establish whether they were competent in the language they taught.

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3.1 Research Design

A cross sectional research design was used to observe subset of a population of teachers all at

the same time, in which, groups of teachers is to be compared at different times with respect

of independent variables, such as methods and performance. The use of cross-sectional

analysis is to analyze the relationship between the different variables at that point in time.

The researcher first selected the individual teachers randomly from the entire population of

English language teachers. Then she assigned random dates to each individual teacher. These

random dates were days on which the individual teachers were interviewed, observed during

lessons and thus included in the survey. The researcher endeavored to have no control over

the conditions under study by hanging around the school long enough until the teachers

become free around me and start to voice their opinions freely. What is found out at the time

of study is what the researcher observed and report with the aim of mainly providing

information on the methods they (teachers) use in their classrooms.

3.2Population

The target population Wampeewo Ntakke secondary school English language teachers who

were in active practice that; is still teaching in various schools. They were 10 teachers

selected from the school all with one common denominator being teachers of English

language as a subject. These teachers had different perspectives on the teaching methods and

the consequent effect of methods on performance.

3.3Sample Size and Selection

Being mainly a qualitative study, the researcher used a small sample that interacted with in-

depth and closely. According to responses from the teachers’ questionnaire all respondents

are trained teachers. This sample consists of 4 teachers who had taught for over 10 years, 3

teachers who had taught for between 10 years and 5 years, 3 teachers who had taught for 5

years and below. This brought the total of respondents to 10 English language teachers. The

teachers are chosen on the basis of their being English language teachers and the type of

school they taught whether it fitted into the urban type of school.

3.4 Sampling Strategies

The researcher employed stratified purposeful sampling to illustrate the characteristics of

particular subgroups of interest and make comparisons between the different groups. The

sample consists of one school because most were not willing to participate in the study. The

choice of the urban setting school was to check the methods used in the locality and their

15

effect on the students. We sampled lOteachers who teach English, because they where our

concern, the students were fifty nine (59) for the fare representation of all the four class.

Table 1: Showing sample size and selection

Category Population Sample size Sampling method

Head teacher 1 1 Purposive sampling

Teachers 34 10 Purposive sampling

Students 105 59 Random sampling

Total 70

Source: Researcher, 2018

3.5 Research Instruments

3.5.1 Interview Guide

Face to face interviews are were carried out to crosscheck the responses from the

questionnaires. The interview questions were planned to enable more specific answers and to

get more details about teachers’ beliefs and involvement in what they were doing. It was the

richest source in establishing why the teachers used the textbook in a particular manner.

Interviewees were selected on the basis of subject and class specialization. They consisted of

Senior One to Three teachers and some few other teachers who were willing to give their

contribution.

3.5.2 Observation Guide

This was used after arrangements with the teacher to enable the researcher observe class

sessions to establish whether the teachers were truthful in their previous answers and, to see

what is actually done in the classroom. The researcher observed lessons as they appear on the

timetable not specially planned for the sake of the study to avoid disruption in the school

program and to get the teachers in their natural setting. The observation guide was made in

such a way as to follow every activity in the classroom minute by minute. The classroom

observations are to be conducted with 5 teachers.

This was administered to the teachers of English in order to establish whether the teachers are

competent in the language they are teaching. This test was given with the intention of

assessing teacher knowledge, attainment, or aptitude in English language in a standardized

manner across the school. It was meant to determine whether the teachers’ proficiency in

English was up to the standard expected of the English language teacher, In order not to

16

alienate the teachers, the proficiency test was given to only those teachers who were willing

to take it. The researcher explained to the teachers that it was a simple and enjoyable exercise

and that their names would not appear on the tests.

The proficiency test was adapted from the Integrated English language textbook book the

researcher used to teach English in senior one because, SI was the base class used in the

research. The reasoning is the teachers have to know at least the basic information of the

basic class in secondary education to qualify as being proficient enough in the language they

teach. Its name was changed to a precursor because teachers fear to be given tests.

3.5.3 Teachers’ Questionnaires

This questionnaire is designed to solicit information from the teachers on the methods

adopted in their classrooms and why those particular ones. It sought to find out how the

teachers came to acquire those methods that they use in their classrooms, whether they were a

result of going through the teacher training institutions or acquired out of personal experience

and from which situations. This questionnaire is a very invaluable source of data. Through

questionnaires teachers’ training history, classroom experience and methods will be obtained.

In cases where some teachers are untruthful in their answers on the interview, the

questionnaires serve as checks because they are the same questions just phrased in a different

way which helped the researcher sift out the lies and truths.

3.5.4 Students’ Questionnaire

This questionnaire is designed to solicit information on the students’ attitude towards methods

used by their teachers whether they liked the way they were taught by their teacher. It is also

used to evaluate the activities the teacher involves the students into and to crosscheck the

teachers’ earlier responses. In this way it acts as a counter check on the teachers’

questionnaire.

3.6 Research procedure

A letter of introduction was obtained from the faculty Education, Ndejje University which

helped the researcher to seek permission from the school to conduct a study. An interview

schedule was constructed and the purposive selection of respondents is done. Only willing

participants were included in the study and confidentiality of the respondents and responses is

enforced.

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In depth interviews were conducted in phases with each of these teachers each lasting for a

maximum of 30 minutes. These in-depth interviews are only conducted after obtaining

personal information from the teacher using a teachers’ questionnaire designed specifically

for the purpose of providing information and as a tool for crosschecking for consistency

during data analysis. Interviewees were asked about the methods they use and the reasons

why they choose those methods. They were asked questions related to the research questions

and objectives that is, how are teaching methods effective what are the effects of those

methods were on their students’ performance. After the interviews, observation sessions were

conducted during the lessons to assess teacher competence, student participation and methods

the teachers use to teach and their effect on the student performance. Questionnaires were

given to students to assess whether the information got from the other tools is consistent with

the students’ opinion of the methods that facilitated learning to take place.

3.7 Reliability and Validity of Instruments

Pilot studies was conducted a month before the actual data collection exercise to cross check

the effectiveness of the instruments. instruments are then amended basing on the findings

from the pilot study. This was improved on getting comparable measured responses from

different teachers (internal validity) and also ensure that the case was a good representation of

the teacher’s methods.

3.7.1 Measurement

The two dependent variables namely methods and performance were captured by asking

respondents how methods have affected their teaching and how it has in turn affect student

performance. Freeman, (1998) in his hermeneutic research paradigm observes that the

teachers’ methods will affect the students’ performance. That is why the two variables will be

measured in terms of their effect on each other.

3.7.2 Data Management:

After receiving consent from the teachers, observations were conducted on numerous

occasions and these were summarized in forms of frequencies that the particular teacher

would have used in the particular method. After 5 consistent observation sessions for each

teacher this information was summarized into conclusions drawn as to what methods that

particular teacher actually applies during his! her teaching sessions. in addition lesson plans

18

were analyzed and so was the curricula, schemes of work and other related materials written

for out of class purposes which the teachers avail. All data collected from teachers’

questionnaires, students’ questionnaires, interview guides and observation guides was

summarized which was later analyzed to make conclusions on the main methods that run

through the various instruments.

3.7.3 Data Processing and Analysis

The process of data analysis consisted of first processing data into codes for the various

methods obtained from classroom observations, interviews with the teachers, and the various

questionnaires and these will be placed into broad themes. This enabled the qualitative data

responses obtained in the field to be qualitatively analyzed. The second level of data

processing involved identif~,’ing major themes within the observation notes, interviews, and

questionnaire responses, examples of comments related to major themes was noted to enable

faster reference. This was accomplished by employing qualitative analysis techniques of

developing cross case matrixes and content analysis.

In data processing the data obtained is described utilizing cross-case analysis methods to

deepen understanding and explanation (Miles and Huberman, 1994). Multiple cases helped

me to find negative cases to strengthen the theory built through examination of similarities

and differences across cases which was the case in this study. Also effect matrixes will used

to show the effect of the teachers’ methods on performance. According to Miles and

Huberman (1994) an effect matrix displays data on one or more outcomes (utilized to display

the effect of teachers’ methods on student performance. Descriptive case analysis was used to

understand why the teachers were opting for particular methods. Data will be analyzed which

will not be time sensitive like lesson plans, curricula, schemes of work, UCE results and other

related materials written for out of class purposes like tours and field trips. This was

advantageous in the sense that this data was less susceptible to the relation between time and

action and thus can provide a broader background and context from the teacher’s cognitive

activity. Interpretative analysis was used for verification of the data gathered. Information

obtained from questionnaires was crosschecked, reinforce and verify through face- to-face

interviews. This information was used to interpret and explain information obtained through

discussion and classroom observation of the teaching sessions for three consecutive school

terms. Thus, one source of data gathered reinforces another to establish consistency. Data was

collected using qualitative methods which employ the following analysis tools: -

19

identification of themes, and assembling them and, descriptive research design in order to

draw conclusions and document analysis of what was taught.

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CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4,1 Introduction

The general objective of the study was to analyze the influence of teaching methods on

students’ performance in English language at ordinary level, a case of Wampeewo Ntakke S.S

Kasangati, Wakiso district. Data collected during the study was organized according to the

research objectives. These included; identifying various methods used in teaching English

language at 0’ level, establishing the effect of grammar translation method on students’

performance in English language, finding the use of the direct method on improving students’

performance in English language.

4.2 Biographical Data of Respondents

This section describes the demographic characteristics of respondents presented in tables with

frequencies and percentages.

4.2.1 Gender distribution of respondents

Table 2: Sex of respondents

sex Frequency Percentage (%)

Female 2 4

Male 4 6

Total 6 10

Source: Primary data, 2018

In table 2 above, most of the respondents 42(60%) were males, followed by 28(40%)

females. This implies that the majority of the respondents were males who participated in the

study compared to the female respondents.

4.2.2 Age distribution of respondents

Table II: Age group of respondents

Age Frequency Percentage(%)

10-14 30 42.9

21

15-19 30 42.9

20-24 1 14

25-29 1 14

30-34 2 28

35-39 4 58

40-and above 2 28

Total 70 100

Source: Primary data, 2018

According to the table above; out of the 60 respondents, 30(42.9%) were aged between 10-

l4years, 30(42.9%) were aged between 15-l9years, 1(1.4%) was in the age group of 20-24

years, 1(1.4%) was in the age group of 25-29 years, 2(2.8%) were in the age range of 30-34

years, 4(5.7%) were in the age range of 35-39 years. 2(3.3%) above 40 years.

4.2.4 Level of education of respondents

Table 3: level of education

Education level Frequency Percentage(%)

Students 60 85,7

Tertiary 2 2.9

diploma 4 5.7

degree 4 5.7

Total 70 100

Source: Primary data, 2018

In table 3 above, the education level of respondents ranged from student with 60(85.7%),

tertiary with 2 (2.9%), diploma with 4 (5.7%), and degree with 4 (65 7%)

4.3 Identifying various methods used in teaching English language at 0’ level

Figure 1: is there enough English language textbooks for the class

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RESPONSE GIVEN ON THE AVALIABILITY OFTEXTBOOKS

8070

LUç~ 60~ 50

40302010

0

70

RESPONSEGIVEN

~NO DYES

Source: Primary data, 2018

The table above shows the response of the students on whether there are enough text books

top for the class. 70% of the class specified no that there are no enough textbooks for English

language and 305 specified yes that there are textbooks. The putting a concern on the

availability of textbooks in the class

4.3.2 Speaking with English teachers at school

Figure 2: Speaking with English teachers at school

PERCENTAGE OF SPEAK~NG ENGUSH

The pie chart above represents how often the students speak English language with the

teachers, 50% of them speak occasionally with the teachers, 27% never speak with the

teachers English and 23% of them speak frequently with the teachers.

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4.3.3 How often are students given discussion groups for English practice

Table 4:How often are students given discussion groups for English practice

How often Frequency Percentage(%)

Frequently 15 21 .4

Occasionally 18 25.7

Never 37 52.9

TOTAL 70 100

Source: Field findings

In table 4 above, most of the respondents 37(52.9%) ticked never, followed by 18(25.7%)

who ticked occasionally, and 15(21.4%) who ticked frequently. This implied that the majority

of the respondents were had never had discussion for English sessions.

4.3.4 Are students involved in class and school debts

Table 5: Are students involved in school and class debts

How often Frequency Percentage (%)

Frequently 7 10

Occasionally 36 51.4

Never 27 38.6

TOTAL 70 100

Source: Primary data, 2018

in table 5 above, most of the respondents 36(51.4%) ticked occasionally, followed by

27(38.6%) who ticked never, and 7(10%) who ticked frequently. This implied that the

majority of the respondents were had occasionally had school and class debts.

4.3.5 How often do students write compositions

Figure 3: How often do students write compositions

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PERCENTAGE ON HOW OFTEN STUDENTS ARE ASKED TOMAKE SUMMARY NOTES

0

Frequently u Occasionally Never

According to the pie chart students are frequently asked to make summary notes on 5%,

occasionally asked to make summary notes on 55% and never asked to make summary notes

on 45%. This implying that more efforts are needed in summary writing although the its

occupationally done.

4.4 Identifying various methods used in teaching English language at 0’ level

There are various methods of teaching used in Ntakke secondary school. On the observations

taken by the researcher while carrying out the research a variety of teaching methods are

being used by the different teacher while teaching at the ordinary level. These included the

following

4.4.lGrammar translation or traditional method

This method is used in the lower classes that is to say senior one and senior two, all the three

teachers I interviewed where using this method for teaching, they claimed it’s the easiest

method on can use and understand when teaching a foreign language.

The teachers used the local language that’s “Luganda” to explain to the students the new

vocabularies introduced, how they are used and there meaning in the local language

Students where comfortable with this in senior one since it was the tradition way of teaching

in their primary level. This kind of teaching involves detailed analysis, Speaking and

listening come in as secondary. The researcher found the teacher explained that it was the

only way to get the students to understand what they were teaching because the students did

25

not know enough English to follow the lesson in English. The characteristics include Classes

are taught in the mother tongue, with little active use of the target language. Much vocabulary

is taught in the form of lists of isolated words. Long elaborate explanations of the intricacies

of grammar are given. Grammar provides the rules for putting words together, and instruction

often focuses on the form and inflection of words. Little attention is paid to the content of

texts, which are treated as exercises in grammatical analysis. Often the only drills are

exercises in translating disconnected sentences from the target language into the mother

tongue. Little or no attention is given to pronunciation.

4.4.2The Direct Method:

This was another used method in the school, it was practiced in the upper classes that is to

say senior three and senior four though are methods are applied to. This was identified by

Spoken is the major emphasis and aim of using this method

Teachers face a big challenge to explain new vocabularies to students without using the local

language, he has to remain in English and give clear explanation till the class picks what she

or he is trying to say. In most cases the teachers incorporate it with the grammar translation

when they see that their students are not following what is being said.

4.4.3 The Reading Method

This method was used when teaching the composition part of the English language the lower

class teacher was using a novel entitled “receipt for disaster” and every student was entitled

to read paragraph. This was in form of active participation of all students in the class. This

was to build the reading skills of the student

4.4.4Communicative Method

Communication is an essential case in teaching carries a lot of nonverbal to verbal

communication. This method is much more pupil-orientated, because it is dictated by pupils’

needs and interests. This method focuses on language as a medium of communication and

recognizes that all communication has a social purpose. The nonverbal communication skills

included the organization of the class, class participation, expressing dislikes

Teachers developed learning materials on the basis of particular needs manifested by the

class, the teacher prepared before the lesson by having a purpose, aim and being aware of the

student differences before the class. The teachers where using the Integrated English textbook

26

based on communicative method offered opportunities for communication for secondary

schools from SI- S4.

The classrooms provided opportunities for rehearsal of real-life situations and provide

opportunity for real communication and It placed emphasis on active modes of learning,

including pair work and group-work often not exploited enough by teachers fearful of noisy

class.

4.5 Establishing the effect of grammar translation method on students’ performance in

English language

This Grammar-Translation Method is also called Classical Method of teaching English. This

method has enjoyed a very good reputation amongst the teachers and the students.

The teacher translates each word and sentence in to the mother tongue. This is one of the

simplest way of teaching a foreign language. Neither the teacher nor the taught have to make

extra efforts to learn the target language.

This method is useful in the class in which there are a large no of students. Since the teacher

simplifies the English lessons by teaching them while translating the meaning of the new

vocabularies wide coverage of the class understand the teachers’ points

In Grammar-Translation Method, the first language is maintained as the reference system in

the learning of the second language. Translation from one language to another plays a certain

part in language learning, in the Grammar-Translation Method, comparison between two

languages helps students to have a better understanding of the meaning of abstract words and

complicated sentences.

Systematic study of grammatical rules plays an important role in fostering students’ ability of

reading comprehension and producing grammatically correct sentences. It has special

importance for students in teachers’ colleges for whom a good mastery of the grammar

system of the target language. Understanding and manipulating the morphology and syntax

will develop students’ ability of analyzing and solving problems.

The focus on understanding literary texts provides the situation in which reading and writing

abilities are well trained. Since the student gets chance to understand the meaning of the

27

vocabulary both in the local language and in English which improves on his ability to read

and write.

It is beneficial to use in the class where there are students of various levels that is to say very

intelligent and not-so-very intelligent. Since a classroom is diverse very one understanding on

his pace grammar translation helps the all the students to understand clearly what is taught

The students understand the things very easily if taught using this method. When this method

is clearly illustrated by the teacher, students find it easier to understand the meaning of

different phenomenon in English

It doesn’t consume the time in finishing the syllabus. A student gets opportunity to have a

wide coverage in short period of time. This give him time to review any unclearly explained

topic in the syllabus.

Precise pictures of the words and the things are made in to the minds of the learners through

this method. A learner can easily imagine and analyses what the instructor or teacher is

teaching because his mind is open to understanding

This Translation Method is very useful for the average and below-average students. This

method is very useful to the slow learners, average and below average students who take time

to understand or understand after a wide while of explanations

improve verbal agility, the student is taught how to pronounce a give vocabulary and write

the spelling of this word. Through this understanding a student’s ability is improved to

pronounce and spell a given wordO

expand the students’ vocabulary, the reading of new words and understanding their meaning

in the society help in the expanding of the student’s vocabularies in class

monitor and improve the comprehension, the student is able to read the given words and

passages provided by the teacher. This will improve on the comprehension of the students’

performance

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Disadvantages of the Grammar-Translation Method

The Grammar-Translation puts too much emphasis on reading and writing and neglects

listening and speaking. Knowing a large number of grammatical rules cannot ensure that

students can use them appropriately in real communicative situation.

No oral work takes place in the class room due to this method. it’s difficult to conduct oral

work since the student can’t speak English frequently

The main focus remains only on the mother-tongue and the target language remains ignored.

It’s easier for the students focus to remain on the mother tongue than adopting to the new

luggage

No Speaking in the target language is possible. The only thrust remains on the reading.

The students don’t develop the power of thinking in the target language.

It doesn’t help the students to learn correct pronunciation of English Language or the target

language.

Main emphasis is given on the Rules of Grammar.

Students try to do everything by translating.

This method doesn’t involve the students mentally and just like story telling method.

Overemphasis on translation can never emancipate the learners from dependence on the first

language.

In the Grammar-Translation Method, the texts are mostly taken form literary works. The

language learned often doesn’t meet the practical needs of the learners.O

Memorizing grammar rules and bilingual word lists does not motivate students to actively

communicate in the target language

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4.5 Finding the use of the direct method on improving students’ performance in English

language.

The direct method is put simply as a teaching method that use only the target language. OThis

itself presents some of disadvantages, such as having the learner to not be able to connect

words from their native language to the target language. Slow learners also struggle due to its

rather complex learning style so to speak.

The direct method allows the learner to successfully express themselves with only the target

language, without mixing words with their native language. This though can be tricky since a

lot of words cannot be used with their literal definition (lack of vocab). Wikipedia claims that

the learner also develops reading and language sense though it claims that the method also

ignores systematic writing and reading activities. The method though does implement quite a

lot of audio-visual aids and techniques.

It makes the learning of English interesting and lively by establishing direct bond between a

word and its meaning.

It is an activity method facilitating alertness and participation of the pupils.

It is the quickest way of getting started. In a few months over 500 of the commonest English

words can be learnt and used in sentences. This serves as a strong foundation of further

learning.

Due to application of the Direct Method, students are able to understand what they learn,

think about it and then express their own ideas in correct English about what they have read

and learnt.

This method can’t be used to be changed to the specifications of an individual in a large class.

The flexibility of the method makes the method more suitable for individual learners. What

makes that point even more severe is that this method is inconvenient for large classes.

Reading, writing, and grammar are either ignored or not taught systematically.

The learner creates direct associations between words in the foreign language and concepts in

their mind, actions, situations, etc., instead of indirect connections via words in their native

language. (This can be important when words in the target language are difficult to map to

words in the native language.)

30

It gives the students a Real Command of English Language. It facilitates in understanding

English by establishing a direct association between the word and its meaning and it enables

the student to grasp the sentence patterns he hears or reads in English. The student is able to

express his thought and feelings directly in English. It develops fluency of speech and

efficiency in writing.

This Method makes the Study of English Interesting and Lively. Study of language through

this method becomes interesting, motivating, and active participation because of its emphasis

on the spoken idiom. The use of illustrations, objects, use of audio-visual aids,

demonstrations etc.

The Direct Method represents a radical change from literary language to the day-to-day

spoken language as the object of language teaching and learning.

Oral skills are developed through carefully graded programmers involving question-answer

sessions, interaction between the teacher and the learners and intensive classroom drills.

It is natural method: In the direct method the order of teaching is observing, listening,

speaking, reading and writing. This is the natural order of learning a language. The method

makes use of demonstration and conversation.

It gives fluency of speech: As a lot of attention is paid to oral training in this method, the

students acquire fluency of speech. This is the reason why students who are taught by the

direct are fluent speakers as compared to those who are taught by the translation method.

It improves pronunciation: As the students are made to speak a lot and they are also taught

phonetics, their pronunciation improves.

it aids written work: Fluency of speech leads to case in writing. To express themselves in

writing, the students have only to learn spellings, if a student can express as himself clearly in

speaking, he can express himself in writing as well.

It facilities the study of literature: It is believed that since the student acquires an ear for the

language in direct method, it facilities the study of literature.

It makes use of audio-visual aids: Audio-visual aids are used in the direct method. This

makes the lesson interesting.

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Disadvantages of Direct Method

Some learners may not like the delay in learning to read and write, e.g. if they need to learn

the language for professional reasons.

The direct method requires a high level of language competence in teachers, since they are

not supposed to compensate lower language skills by relying on their native language.

At the beginning, the learner may feel overwhelmed by the new language, and certain

emotional states (anxiousness, frustration, anger, ...) can have a negative effect on learning.

The direct method did not deal with these psychological aspects

Some concepts are difficult to explain without recourse to the learner’s native language.

(However, if an occasional translation is allowed, this need not be a disadvantage of the

direct method.)

When there is a big distance between the learner’s native language and the target language,

certain aspects are difficult to explain without using the learner’s native language. This is

especially the case for grammar and certain communicative and cultural subtleties. At the

early stages, the learner simply lacks the vocabulary to understand these aspects when they

are explained in the foreign language.

Emphasis on Aural-Oral Appeal is Defective. This method is based on the principle of aural-

oral appeal. There are children who learn more with the help of their eyes than with that, of

ears and tongue. Such children are affected.

Lack of Suitable Teachers. Most of our teachers in English have a inaccurate pronunciation

of English. Their knowledge in English is also limited and imperfect. They face difficulties to

handle the classes. This paucity of good English teachers is responsible for the failure of this

method.

Direct Method is Expensive. Our schools cannot provide sufficient equipment and other

facilities that are essential to follow this method.

There are many abstract words which cannot be interpreted directly in English and much time

and energy are wasted in making attempts for the purpose.

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This method is based on the principles that auditory appeal is stronger that visual. But there

are children who learn more with visual than with their oral- aural sense like ears and tongue.

The method ignores systematic written work and reading activities and sufficient attention is

not paid to reading and writing.

Since in this method, grammar is closely bound up with the reader, difficulty is experienced

in providing readers of such kind.

In larger classes, this method is not properly applied and teaching in this method does not suit

or satisfy the needs of individual students in large classes.

It is an incomplete method: Direct method lays too much emphasis on speaking. It neglects

reading and writing. The tendency is to give insufficient attention to reading and not to teach

written work systematically.

It requires efficient teachers: Every teacher can’t make a success of the direct method. Only

that teacher can work out this method successfully, who is good at English? Especially

conversational English.

It requires linguistic minded students: Direct method can succeed only with those students

who are linguistically minded, that is, students who have got a fine ear for the language. Only

the clever child can profit by this method.

Material facilities aren’t available: Direct method requires the use of audio-visual aids, but

these aren’t available in the school.

The classes are over-crowded: Small classes are needed for the direct method so that the

teacher can pay individual attention. But in a majority of schools the classes are very large.

It is difficult for explanation: The meaning of new words in the direct method is explained by

material association, explanation in the target language and use in suitable context. The

mother tongue is not used although in certain cases its use more economical and effective in

telling meaning

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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

The general objective of the study was to analyze the influence of teaching methods on

students’ performance in English language at ordinary level, a case of Wampeewo Ntakke

S.S Kasangati, Wakiso district. This section presents the summary of the findings, conclusion

and recommendations.

5.2 Summary of the main findings

The main findings according to the study are;

There are several are various methods used in teaching English language in 0’ level. The

noted ones were; grammar translation or traditional method which was the first and critical

method of learning, it a way of studying a language that approaches the language first through

detailed analysis of its grammar rules. The direct method this is the teaching of the English

language directly to the student without interpretation. The reading method this is the use of

text books as the tool of reading or reference. The communication method which focuses on

language as a medium of communication and recognizes that all communication has a social

purpose.

5.2.1 Conclusions and Recommendations

In the indication of the data analysis in this study, the influence of the

teaching Method in teaching are claimed able to improve performance of students in English

language. To conclude the results of this research, the data are analyzed and presented in

qualitative and quantitative ways. This research indicates that using the teaching Method in

teaching can improve the students’ performance in English language. The improvements

showed below:

The students are more motivated because they have some activities that help

them to be confident in class. The teacher used some techniques, for example

games or miming which made them more active and interested in the class.

In the terms of speaking skills, their skills increased during the teaching and

learning process. They understood better in receiving some vocabularies and they

can memorize them well. After they did the some activities, the researcher led

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them to discuss and look for the correct answers. They knew their mistakes and

how to correct them directly.

There are several problems found in the process of implementing the Direct

Method in this study, such as difficulties to organize the class; to get students~

attention, to speak naturally and to use correct pronunciation. However, those

problems can finally be reduced throughout this research by using the Direct Method.

The students had a lack of vocabulary previously. After they got some activities

through the Direct Method, they were stimulated to say some vocabularies that they

get in the activities. They had imagination about what they would speak. The second

problem was related to time. By using this method in teaching and learning, students

need much more time than before to implement the four stages in the direct method.

At first time, they need to figure out and repeat after the teacher, and then they need

to memorize then produce. On the other hand, teacher will gave them ‘spiral

technique”-students can say the basic word and how to use and say in the basic right

structure to complex structure, so that students can develop their idea. Overall, the

process of improving their speaking skills using Direct Method can be administered

well. It means that the use of the teaching Method shows a significant difference in the

students’ speaking skill seen from the result of the pretest and the post test scores.

Finally, it can be said that the use of teaching method can improve the students’ speaking

skills

5.2.2 Implications

Based on the observation, the researcher found that the speaking exercises, reading practices,

spelling practices in the classroom were hardly given and the students’ skills were low. She

bounded this study to the main problems in the teaching methods. After analyzing some

literature and finding the advantages of using the methods, she and the English teacher settled

to apply these teaching Method in teaching to improve the students’ speaking, reading,

writing, listening skills. The implementation of the teaching Method positively affects their

speaking, reading, writing, listening skills because of several reasons.

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The classrooms provided opportunities for rehearsal of real-life situations and provide

opportunity for real communication and It placed emphasis on active modes of learning,

including pair work and group-work often not exploited enough by teachers fearful of noisy

class.

The reading method was used when teaching the composition part of the English language

the lower class teacher was using a novel entitled “receipt for disaster” and every student was

entitled to read paragraph. this was in form of active participation of all students in the class.

This built the reading skills of the student

The implementation of the Direct Method in teaching was helpful to attract

the students’ interest to the materials. From this method, students can enrich

their vocabularies in order to help them to speak more.

This Grammar-Translation Method is also called Classical Method of teaching English. This

method has enjoyed a very good reputation amongst the teachers and the students.

The teacher translates each word and sentence in to the mother tongue. This is one of the

simplest way of teaching a foreign language. Neither the teacher nor the taught have to make

extra efforts to learn the target language.

This method is useful in the class in which there are a large no of students. Since the teacher

simplifies the English lessons by teaching them while translating the meaning of the new

vocabularies wide coverage of the class understand the teachers’ points

Their speaking skills improved well. Students are more discipline to listen and

use the patterns of the structures. So, they are able to say it directly based on

the topic.

In Grammar-Translation Method, the first language is maintained as the reference system in

the learning of the second language. Translation from one language to another plays a certain

part in language learning, in the Grammar-Translation Method, comparison between two

languages helps students to have a better understanding of the meaning of abstract words and

complicated sentences.

They were actively involved in the several activities and discussions. They could share and

develop their idea to speak to their friends and teacher. Using demonstrations, pictures,

36

gestures and the real situations make them naturally to speak. They can construct structure

from their basic word into the complex one by using “spiral technique” in the Direct Method.

5.3 Recommendations

After carrying out this study, the researcher recommends the following suggestions to the

English teacher, the students, and other researchers.

For the English teacher. The result of this study states that the use of the identified teaching

Methods in teaching are able to improve the students’ speaking skills, reading skills, listening

skills, writing skills, etc. The use of the teaching Methods was helpful to attract their interest

to the materials given. They were motivated to speak, read, write, listen. They became

enthusiastic when they practiced individually or in pairs. They did the tasks seriously.

Therefore, the English teacher is suggested to use the teaching Method especially in teaching

English.

For the students. The teaching methods used stimulated the students’ spoken, ability to read,

write, listen, and understand responses. It was much easier to them to enrich their vocabulary

in order to speak better, read and understand the sentences. Therefore, it is better for them to

continue these activities in the future. They will get more ideas to speak if they have a bank

of vocabulary.

For other researchers. This study describes how the teaching Method influence performance

in English language at ordinary level. it is hard to solve all problems in teaching methods

because there are so many problems. They are complex actually. Other researchers can carry

out further studies in this area because the researcher has limitations in time, finance. and

ability. They may consider this study as one of the references before they carry out research

related to students’ performance in English language.

37

APPENDICES

Appendix i: Questionnaire for teachers

Dear respondent,

My name is Natuhurira Ovia , a student of Kampala international university from the

education pursuing a bachelor’s degree in Arts with Education. I am carrying out a research

on “The Influence of Teaching Methods on Students’ Performance in English Language

at Ordinary Level; A case of Wampeewo Ntakke S.S KasangatiWakiso district”.

Therefore, I kindly request you to fill this form with the response you think is most

appropriate by ticking or filling in the answers. Any information given will be kept

confidential and will only be used for academic purpose respectively.

Thank you very much!

Section A:

1. Sex

a)Male

b) Female ____

2. Marital status

a) Married b) Single

c) Widowed _____ d) Divorced

e) Single parent

3. Age bracket

a) 18-25 L~] c) 26-35

b) 3 6-45 j d) 46 and above

4. Level of Education

a) Primary _____ b) Secondary

c) Tertiary _____ d) University

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Section B:

1. How long have you taught as an English teacher?

a) Under 2years _____I

b)2-4years

c)5-7years ____

d) 8 years and above _____

2. Which class(es) do you teach?

a) Senior one [ Jb) Senior two _____

c) Senior three r id) Senior four

3. What are your present teaching qualifications?

a) Licensed teacher

b) Dip. Ed. Sec. or Dip. Ed. Primary _____

c) BA Education or B.Sc. Education ____

d) Master and other (Please specify)

4. Have you ever thought about why you teach in that particular manner?

(a)Yes I____

(b)No

5. Where did you learn to teach in that manner?

a) in the training college _____

b) In school- out of experience

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6. What methods do you use in teaching English?

a. the direct method

b. the reading method

c. The audio-visual method _____

d. the audio-lingual method _____

7. How do you determine the best content material to teach?

8. What is your best method you use in class to teach!?

a. Teaching using demonstration, objects, pictures and association of ideas I_____

b. Majoring on reading and writing, translate into local language to explain

c. Using speaking, listening and seeing so students can practice language _____

d. Encouraging reading, writing, listening and communication for pract

9. What determines the way you plan your lesson and how you layout material?

10. How often do you use a textbook in your language class?

(a) Frequently

(b) Occasionally

(c) Never

11. How often do you change your teaching method?

(a) every term _____

(b) every year _____

(c) when requested for

(d) never _____I

12. Does each student have an English textbook of his own during English lessons?

40

(a) Yes

(b) No

13. How strongly do you agree or disagree with the following statements?

Strongly Disagree = SD, Disagree D, Agree A and Strongly Agree = SA

Please mark one choice in each row

NO ITEM SD D A SA

1 Reading translation enhances understanding of the text

2 Grammatical rules helps in creative writing

3 Paper of English is arranged according to rules of grammar and

translation

4 Teaching throughout in English would help students into solve

paper easily

5 Translation of text keeps the leaner’s interest in the lesson

6 Grammatical exercises help to get good marks in the paper

7 Translation in language helps building vocabulary in an easy

way

14.Do you usually enjoy teaching using the English textbooks you have at present?

(a) Yes _____

(b)No

15. What problems do you face in terms of selecting the suitable content to teach?

16. What problems do you encounter in selecting a method to use with your English class?

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17. What problems do you face in selecting teaching material for the English lesson?

18. Do you think your methods of language teaching are effective?

b) Why or why not?

18. Do you get refresher courses and how often?

19, Are there ways you try to improve your own English content and teaching method?

(a) Books

(b) Courses _____

(c) Films

(d) People speaking English _____

20. What textbooks do you use?

Thank you for your cooperation!

42

APPENDIX II. QUESTIONNAIRE FOR STUDENTS

Dear respondent,

My name is Natuhurira Ovia, a student of Kampala International University from the

education pursuing a bachelor’s degree in Arts with Education. I am carrying out a research

on “The influence of Teaching Methods on Students’ Performance in English Language

at Ordinary Level; A case of Wampeewo Ntakke S.S Kasangati Wakiso district”.

Therefore, I kindly request you to fill this form with the response you think is most

appropriate by ticking or filling in the answers. Any information given will be kept

confidential and will only be used for academic purpose respectively.

Thank you very much!

Section A:

1. Sex

a)Male

b) Female _____

3. Age

4. What type of school do you go to?

(a) Mixed _____

(b) Single sex

5. Are you a day or a boarding student?

a)Day ___

b) Boarding

5. What is your present level of education?

(a) Senior One _____

(b) Senior Two T(c) Senior Three

(d) Senior Four _____

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Section B:

6. In your view, do you have enough English language textbooks for your class?

(a)Yes

(b)No

7. While at school, how often do you speak with your English language teacher?

(a) Frequently E(b) Occasionally EZ](c) Never _____

8. How often are you given comprehension exercises?

(a) Frequently, _____

(b) Occasionally _____

(c) Never _____

9. How often are you required to read aloud from passages?

a) Frequently _____

b) Occasionally rc) Never _____

10. How often are you given discussion topics to discuss in groups?

a) Frequently ~

b) Occasionally _____

c)Never ____

11. How often are you involved in school and class debates?

a) Frequently

b) Occasionally

c) Never

12. How often are you asked to listen to a reading excerpt in class?

a) Frequently _____

b) Occasionally ~ic) Never _____I

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13. How often are you asked to write compositions?

a) Frequently

b) Occasionally l~ Ic) Never _____

14. How often are you asked to make summary notes?

a) Frequently

b) Occasionally r~c) Never 115. How often are you asked to do exercises on letter writing?

a) Frequently _____

b) Occasionally _____

c) Never 116. Do you do grammar exercises like filing in blanks?

a) Sometimes

b) Never I_____c) Always I____17. What English textbooks do you use?

a) In class

b)At home

18. What do you enjoy most in the English class?

ii) why

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Appendix iii: Observation Guide for the Researcher

1. Report to school lhour early. AIM: To get background information. To go to the staff

room and listen to the teachers conversation To go to the library and check the English

language section to see how many English textbooks they have.

2, Meet the teacher before the class

and explain AIM: To eradicate all fears that the teacher might be having concerning a

stranger sitting in her class and observe the lesson seating in their class.

3. Enter the class way before the

Lesson starts AIM: To observe the behavior of students and the teacher as they enter the

classroom.

4. Follow the lesson through to the end.

AIM: To see the method the teacher uses to English. And see how the students respond to the

lesson.

OB SERVE

I. How efficiently teacher is teaching

2. Whether there is feedback from the students

3. Whether there is class participation and to what extent

46

4. Whether the teacher teaches mistakes and errors and how he /she handles them when

alerted.

5. General reactions at the end are students satisfied or left hanging.

6. How does the teacher end the lesson?

Does the teacher do any of the following?

o Provides students with materials and media that are appropriate and challenging for their

instructional levels

• Provides opportunities for guided and independent practice

o Solicits comments, questions, examples, and other contributions from students throughout

lessons.

Manages classroom procedures to maximize academic learning time.

o Paces instruction to allow for appropriate reflection and closure

• Demonstrates concern for students’ emotional and physical well-being.

o Seeks and uses information about student interests and opinions.

o Uses precise language, correct vocabulary and grammar, and acceptable forms of oral and

written expression

47

o Gives directions that are clear and reasonable and contain an appropriate level of detail.

o Provides prompt, continuous, and meaningful feedback to students about performance

and progress

o Demonstrates ability to engage and maintain students attention and to recapture or

refocus it as necessary.

o Checks for understanding with questions, review activities, and various assessment

strategies

Conclusion: what researcher feels after the classroom session. Comments on the lesson

presentation, material and student response to lesson

Thank you for your cooperation!

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APPENDIX IV.

INTERVIEW GUIDE FOR ENGLISH LANGUAGE TEACHERS

To be given to all teachers in the schools where research will be carried out.

Background given by interviewer on the need to establish the methods the teacher uses in

teaching and textbook for use with class.

ITEM 1: Source and Amount of Exposure

i) Have you ever thought about the reason why you teach in that particular manner?

ii) Where did you learn to teach like that?

iii) Who introduced you to the English textbooks that you use?

ITEM 2: Strengths

i)) What are the advantages of using a teaching method?

ii) What do you base upon to select a teaching method?

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iii) How do you make sure that your students understand the lesson being taught?

ITEM 3: Weaknesses

i) What are the methods you base upon to teach?

ii) Comment on the problems you face when you base upon that method to teach.

iii) Comment on the shortcomings you see in how the English program is structured in your

school.

Thank you for your cooperation!

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