| dc.description.abstract | Composition writing is an integral part of learning the English language in primary
schools. When compared with other language skills of listening, speaking and reading,
writing is the most difficult skill to learn. Instruction in composition writing is how a
teacher organizes time and activities in implementing the content in writing. It boosts
oral language ability, fosters critical and analytical thinking and improves pupils
writing skills. Instruction in composition writing in primary schools is therefore a
complex undertaking. It is of great importance that learners are carefully and well
instructed in composition writing. There are many factors that influence the instruction
of composition writing. This study sought to establish the influence of selected factors
on instruction of composition writing in public primary schools in Igembe Central Sub County. This was accomplished through study objectives which were; to establish the
influence of teaching approaches used in instruction of composition writing, determine
the influence of pupil motivation on instruction of English composition writing and
determine the influence of resource utilization on the instruction of English
composition writing. The study was guided by Levi Vygotsky’s sociocultural theory
and Noam Chomsky’s language acquisition theory. This study which adopted
descriptive survey design was undertaken in Igembe Central Sub-County. The target
population was 7011 subjects comprising of 171 class seven English teachers, and 6840
class seven pupils from 75 public primary schools. The sample was determined using
finite population formula. Simple random sampling method was used to come up with
a sample of 361 class seven pupils and 9 class seven English teachers. Data was
collected by use of interview schedules for teachers of English and questionnaire for
class 7 pupils. To ensure validity of the instruments used, the researcher generated
questions that were in line with objectives of the study. In order to determine the
reliability of the instruments, a pilot study was conducted in one school with similar
characteristics as the study samples. The findings of the pilot study were computed
using Cronbach’s Alpha coefficient 0.70 threshold. Data obtained was cleaned, coded
and analyzed with the aid of Statistical Package for Social Sciences (SPSS) version 26
using descriptive and inferential statistics. Descriptive statistics including frequency
and percentages were used while hypothesis was tested at 95% level of significance
using Chi-square. Findings illustrated that teaching approach, pupils’ motivation and
resource utilization significantly and positively influences instruction of English
composition writing. It is therefore recommended that English teachers adopt
innovative teaching approaches that enhance instruction of English composition
writing. They should also enhance pupils’ motivation for optimal instruction of English
composition writing. Head teachers should support English teachers through provision
of instructional materials and incentives for motivating pupils. | en_US |
