Teaching Strategies Employed by Teachers in Rift Valley Counties when Teaching Form Three English Subject

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

Abstract: This study investigated the teaching strategies used by English teachers in selected secondary schools across Rift Valley counties in Kenya, focusing on the Authentic Curriculum-Instruction-Assessment for Lifelong Learning (ACIALL) model. Using a concurrent mixed-methods approach, the research engaged 84 teachers and 898 Form Three students from 16 purposively and randomly selected schools. Data was gathered through questionnaires, interviews, observations, and document analysis. The study revealed that while the practices of authentic curriculum, instruction, and assessment were generally rated as “good,” implementation gaps still exist. Teachers reported challenges such as limited instructional time, inadequate resources, and rigid textbook reliance, which undermined personalization and integration of real-world skills. Notably, the study found a weak negative correlation between ACIALL practices and male students’ English performance, but a strong positive and significant correlation for female students. Furthermore, significant differences were found in the practice of authentic instruction between high and low-performing schools, but not in curriculum or assessment practices. The analysis also uncovered a strong relationship between students’ learning strategies and their academic performance, suggesting that learner-centered pedagogies are crucial for improving outcomes. Findings affirmed that English curricula integrating literature, grammar, and communicative, skills with societal relevance, contribute meaningfully to lifelong learning. The study recommends implementing a competence-based curriculum aligned with students’ cultural contexts and future needs. It also proposes a model to enhance authenticity in curriculum delivery. Overall, the study highlights the need for improved instructional design, teacher training, and resource support to fully realize the benefits of authentic learning strategies in English language education.