Secondary school teachers' knowledge and skills in teaching lessons based on the proverb

Master's Thesis from the year 2017 in the subject English Language and Literature Studies - Literature, Moi University (school of education), course: master of education, language: English, abstract: This study intended to investigate secondary school teachers¿ knowledge and skills in presentation of lessons based on the proverb in secondary schools in Eldoret West District of Uasin Gishu County in Kenya. This was motivated with a trend of inability of the learners in English at national examination level to bring out clear answers in relation to questions set that relate to the proverb. This is because proverbs are tested in all the three English papers. The study sought to determine the role of the English teachers in description and mode of presentation of a proverb based lesson. This was with a view of improving performance in English in the integrated syllabus.

The theoretical framework of the study was based on The ¿post modern¿ semiotic theory which presupposed that through the proverb, language learning should permeate all aspects of life. The research employed the descriptive survey research design. Questionnaires to teachers and Interview schedules were used in the collection of data. The findings of the study are significant to the curriculum developers and implementers especially English and literature teachers who are directly mandated with implementation of the integrated syllabus. It will also help to advice the teachers, school administrators, parents and the government on how children can develop in their life values as well as academic performance.