| dc.description.abstract | The study examined the relationship between the use of classroom tasks and activities as an aspect of CLT and the performance in English in Kenya.Integrated Skills Approach Theory was used in the study. The population of the study was 2,562 teachers of English and 9,342 class three pupils. Stratified simple random and purposive sampling techniques were used to select 255 teachers and 340 class three pupils respectively. The study adopted the Explanatory Sequential Mixed Methods design.Research instruments were: questionnaires for teachers of English; English test for class three pupils; Interview schedule for teacher of English and classroom observation schedule for lower primary classes 1, 2 and 3.The study found a weak, positive correlation (r=.190, n=228, p=.004) between classroom activities and tasks as an aspect of CLT and performance in English.The Heads of Panels of English in primary schools should pay more attention to quality organization of classroom tasks and activities by teachers as they teach English. This would make learning to be more learner-centered as expected in CLT and would boost performance in the subject. | en_US |
