A Brief Study on Applying the Situational Teaching Approach into English Classes for Rural Primary Students. Author M. Simiyu

Authors: Simiyu M.

ABSTRACT Students in rural primary schools have had the privilege of learning English in the recent years. However, the credibility and efficiency of instructors who teach the subject has been questioned since the teaching employs the “grant and accept” mode. This method of teaching limits the capacity of students to actively interact amongst themselves and with the teacher hence inefficiency. This paper exploits this loop and categorically analyses the situational teaching practice, which is a more efficient method of teaching that has been approved by the new curriculum, as a potential seal. This paper therefore focuses on pedagogy in English teaching with a special focus on primary students in rural areas. The aim of the study is to analyze how situational teaching can impact on student on student learning with the intent of recommending it as a better approach. The article provides conceptual and theoretical frameworks as a background to depict the problem in rural schools and to analyze the research variables. The researcher uses situated cognition and learning theory, constructivism teaching theory, multiple intelligence theory. This ensures research reliability while validity is ensured through the researcher’s use of questionnaire, tests and interview as research tools. Students and teachers in both schools that use situational teaching approach were used as the research sample in representation of rural schools which is the research population. Information obtained from the tools is used to describe the current situation of learning English in rural schools. Research findings include both the pros and cons of situational teaching and this paper analyzes and summarizes the problems that face the application of situational teaching method in rural primary school English teaching, and analyzes the reasons for the existence of the problem. The paper provides recommendations to alleviate existing problems by providing corresponding improvement measures that will make situational teaching more applicable, reliable and efficient as a method of teaching English in rural primary schools. The researcher projects that with application of the recommendations there will be better quality of rural primary school English teaching which will prop up the professional development of primary school English teachers in rural areas. Keywords: situational teaching; situated cognition theory; rural primary schools;

Comments: 62 Pages.

Download: PDF

Submission history

[v1] 2018-10-17 14:22:40

Unique-IP document downloads: 826 times is a pre-print repository rather than a journal. Articles hosted may not yet have been verified by peer-review and should be treated as preliminary. In particular, anything that appears to include financial or legal advice or proposed medical treatments should be treated with due caution. will not be responsible for any consequences of actions that result from any form of use of any documents on this website.

Add your own feedback and questions here:
You are equally welcome to be positive or negative about any paper but please be polite. If you are being critical you must mention at least one specific error, otherwise your comment will be deleted as unhelpful.

comments powered by Disqus