Educational Research (ISSN:2141-5161) Vol. 1(10), pp. 618-623 December 2010         
Copyright © 2010 International Research Journals

 

Full Length Research Paper

Using Integrated Approach in Teaching and Learning at the Secondary School Level in Kenya 

J.O. Ongong’a1*,  M. O. Okwara2, and K.N. Nyangara3

1Department of Educational CommTech and Curriculum Studies, Maseno University, P.O. Box 333 Maseno, Kenya.

2Department of Educational CommTech and Curriculum Studies, Maseno University, P.O. Box 333 Maseno, Kenya.

3Department of Educational CommTech and Curriculum Studies, Maseno University, P.O. Box 333 Maseno, Kenya.

*Corresponding author’s email: rojejaksm@yahoo.com

 Received  22 November, 2010; Accepted 04 December, 2010 

Abstract

The integrated approach to teaching and learning has been lauded in educational literature as an approach which avoids fragmentation of knowledge and leads to holistic understanding of concepts. It is also considered to be a superior organization for cognitive learning since the human brain rejects learning what is fragmented. The integrated approach is also said to lead to better learning of students. This approach was implemented in the teaching of English in secondary schools in Kenya in 1995. People have however hither to, expressed doubt about the implementation of this in secondary schools in Kenya. The purpose of this study was to investigate the use of the integrated approach in the teaching of English in secondary schools. Data was collected from classroom practice using the adopted Maseno University Teaching Practice Assessment Criteria and from students using a questionnaire. Analysis of data revealed that there were minimal levels of integration in English lessons and that more than half of teachers of other subjects did not bother to correct language errors that occurred during their lessons. Based on the findings of the study, it was concluded that there is a discrepancy in Kenya between the official English Language Curriculum and the implemented English Language Curriculum in schools. Secondly, there is lack of concerted efforts in improving English Language standards among teachers of other school subjects. It is recommended in this study that research be carried out on   impediments to implementation of the integrated approach to the teaching of English in secondary schools in Busia district in particular and in Kenya in general. Secondly teacher education, in-service courses and teacher workshops should emphasize the language across the curriculum concept so that every secondary school teacher becomes an English teacher concerned about English errors.

Keywords: Integrated Approach, Teaching and Learning, Teaching English, Teaching other Subjects.