Relationships in Ratings of School’s Chosen ACIALL of English and Form Three Students Academic Performance

Ojung’a Judith Gai & Petronila Mwangi
University of Eastern Africa, Baraton, Kenya
Email: Ojung’ajudith@gmail.com

Abstract: This study explored the relationship between the implementation of the Authentic Curriculum-Instruction- Assessment for Lifelong Learning (ACIALL) model and Form Three students’ academic performance in English across selected secondary schools in Kenya’s Rift Valley region. Using a concurrent mixed-method design, data were collected from 84 English teachers and 898 students through questionnaires, interviews, and observations. The findings revealed that ACIALL practices had varying effects based on gender and school performance levels: female students’ academic performance strongly correlated with authentic instruction and assessment, while male students showed a weak or negative correlation. Interestingly, low-performing schools reported higher use of authentic instruction compared to high-performing ones, though both categories showed similar application of authentic curriculum and assessment. Challenges in implementing ACIALL included limited time for individualized instruction, inadequate teacher preparation, and insufficient assessment strategies. Despite these obstacles, the study concluded that ACIALL holds strong potential to improve English learning outcomes if integrated with real-life tasks, supported by inclusive and gender-responsive teaching strategies. It recommends reforms in curriculum design, enhanced teacher training, and equitable resource distribution to maximize the benefits of authentic learning across all learner demographics.