UTILISATION OF MULTIMODAL APPROACHES IN THE TEACHING AND LEARNING OF ORAL SKILLS TO GRADE ONE PUPILS IN SELECTED PRIMARY SCHOOLS IN WESTERN KENYA

Abstract

This study is about utilisation of multimodal approaches in the teaching and learning of the English oral skills to Grade One learners among selected primary schools in Western Kenya. The objectives of the study were to: Describe multimodal approaches used in the teaching and learning of oral skills among Grade One learners; determine effectiveness of multimodal approaches in the teaching and learning of oral skills by Grade One learners; examine the perception of teachers of English of Grade One on the use of multimodal approaches and assess the factors that determine the choice of multimodal approaches in teaching oral skills in primary schools in Western Kenya. The ‘Social Semiotic Theory’ by Halliday (1978) and Multiple Intelligence Theory by Gardner (1999) were used to explain the interaction amongst multimodal approaches and how they blend to bring out meaningful learning in classrooms. The main purpose of this study was to explore multimodal approaches as utilized in the teaching of English oral skills among Grade One learners in selected schools within Western Kenya. The theory vests its strength in the visual, audio, reading and writing and kinaesthetic (VARK) principle which postulates that multimodal approach utilisation during instruction enhances communication competency. Self-generated conceptual framework was employed to show how variables interact to create a formidable lesson during the teaching/learning process. The study adopted a cross-sectional descriptive research design with both quantitative and qualitative paradigms. Primary data was sourced from: 75 public and private primary schools in Western Kenya. Stratified sampling was employed to identify teachers of English and their pupils in Grade One as well as 7 Curriculum Support Officers (CSO’S). This was to ensure that the population was grouped into homogenous subsets that bore similar characteristics. Questionnaires, observation schedule, Key Informant Interview (KII) and rubrics were used to elicit data. Validity of research instruments was determined through two expert judgements whereas their reliability was determined through Cronbach’s alpha formula. Qualitative data was analysed using content analysis and presented thematically. Statistical Package for Social Sciences (SPSS) was utilised in analysing quantitative data followed by discussions. The study findings revealed that: teachers of English were able to identify multimodal approaches in teaching oral skills, but they did not blend them during class interaction; the use of multimodal approaches was effective, and when properly blended, it improved the learners’ scores in oral skills; that teachers of English perceived that the use of multimodal approaches could improve the learners oral skills if properly applied; that teachers of English considered some factors before employing particular multimodal approaches. These factors included class size, resources available, work load among others. The study recommends that in teaching oral skills; rigorous professional guidance and targeted sensitization be enforced on in-service teachers of English to ensure utilisation of all categories of multimodal approaches; the newly designed multimodal model of teaching and learning oral skills should be strictly adhered to to direct the teachers of English on how to blend the various approaches; performance monitoring and support through supervision be reinforced.