Teachers’ Use of Constructivist and Product Approaches in Developing Writing Skills in English Language in Selected Counties in Kenya

Abstract

The performance of pupils in writing skills in English language at the Kenya Certificate of Primary Education in Kenya has been dismal over the years. Teachers' use of instructional approaches have a significant effect on enhancing pupils' writing skills. This study sought to assess the extent of teacher’s use of constructivist and product approaches in teaching writing skills in selected primary schools. The study used quantitative approach with quasi-experimental and Solomon four-group design based on the post-positivist philosophical paradigm. The study adopted Vygotsky's social-cultural development theory, which contends that learners actively produce knowledge and meaning via their personal and social experiences. The research was conducted in four counties of Kenya: Elgeyo Marakwet, Uasin Gishu, Nandi, and Trans Nzoia, all of which have had low performance in English for a longer period. The target population consisted of fourth-grade pupils and teachers of English. The sample size consisted of eight teachers and four hundred and seventy-one pupils drawn from eight primary schools in the four counties. Purposive and simple random sampling techniques were used to select teachers of English and grade four pupils. Data were collected through teacher questionnaire and lesson observation guides and analyzed using descriptive statistics with frequencies and percentages. The findings were presented by means of narration, tables, and figures. It was established that on the use of constructivist approach, teachers utilized role-play, story-telling, question-and-answer sessions, role- modelling, recitation, and group discussions. Many teachers encouraged collaborative, problem-solving, cooperative learning, and classroom discourse in teaching writing. For the product approach, guided writing and adherence to sample texts based on offered samples were common. It was found out that majority of the teachers commonly utilized the constructivist approach compared to the product approach in the teaching of writing skills despite the benefit in the use of product approach on the writing output. The study recommended that teachers should maximize the use of product approach in teaching writing skills and that curriculum designers should consider bolstering the adoption of the product approach in writing skill designs. This study contributes to policy and practice endeavors in the teaching of writing skills in English.