Exploration into effective use of pedagogic approaches and adequacy of activities in teaching and learning resources Used to develop creative writing skills in upper primary classes in Vihiga county, Kenya

Abstract

Creative Writing (CW) entails the artistic use of written language to conceptualize, explore and record experiences in a unique way. It is a language skill required by a learner for personal and academic development. However, it is highly complex especially to Second Language (L2) learners of English. English is both a subject and a language of instruction in Kenya yet over 62% of learners lack basic writing skills. According to the Kenya National Examination Council (KNEC), learners fail to achieve writing competence at the end of primary course. The performance of CW in Vihiga County, which is measured through imaginative composition writing in Primary schools, has been on a downward trend from 2014 to 2017 compared to the neighbouring counties. Over 60% of these learners score below the pass mark. Despite the complexity of CW and its underperformance, there is a dearth of information on CW in the county. Nationally, research has established that 60 % of teachers find it difficult to teach CW while 75% of learners find it boring. These have implications for pedagogy, learner’s writing enthusiasm and the quality of learning activities which ultimately determine the quality of CW. The purpose of this study was to investigate the effective use of product, process and genre approaches and the quality of activities used in CW pedagogy in upper primary classes. The objectives of the study were to explore the effective use of pedagogic approaches in the development of CW skills, assess the quality of CW activities in English Textbooks and Teachers’ Guides, explore the challenges experienced in the use of CW approaches and to assess the quality of CW in upper primary classes. Archer’s Theory of Reflexivity which views writing as reflexivity, internal and external conversations guided the study. The study used qualitative exploratory research design and the study area was Vihiga County. The data collection tools were Lesson Observation Schedule, Interview Schedule, Document Analysis Guide and a Standardized Test whose validity and reliability were tested through triangulation and rich and thick descriptions. From Class 6-8, 30 lessons in 10 purposively selected schools were observed, 30 teachers interviewed, 80 scripts of purposively sampled Class 8 Standardized Test were analyzed. Class 6, 7 and 8 CW activities in textbooks and Teachers’ Guides were assessed. Data from Interview and documents were analysed thematically. Data from Observation schedules and standardized tests were analysed using content analysis. The key findings were ineffective use of CW approaches due to teachers’ inadequate knowledge of the approaches, low quality and inadequate CW activities in textbooks and Teachers’ Guides. The challenges experienced in the use of CW pedagogic approaches were lack of CW reference materials rich in these approaches, poor grounding in CW in lower classes and inadequate training in CW pedagogic approaches. The quality of CW was low with 70% of learners scoring below the pass mark. The study recommended effective use of CW pedagogic approaches, in-servicing of teachers on CW instruction, reviewing CW activities in pupils’ and teachers’ books and intensifying CW teaching in lower classes. The results are useful to teachers of English and the Kenya Institute of Curriculum Development which reviews the curriculum.