Effect of Teachers’ Attitude towards Integrated English Approach on Learners’ Achievement of Linguistic Skills in Secondary Schools in Bungoma County, Kenya

In spite of the efforts to enhance the performance of English in Kenyan secondary schools, there have been persistent challenges in using the integrated English approach on learning achievement of linguistic skills. The purpose of this study was to assess the effect of teachers’ attitude towards integrated English approach on learners’ achievement of linguistic skills in secondary schools in Bungoma County, Kenya. The study utilized descriptive survey research design using mixed methods approach. A sample size of 251 teachers, 371 students and 134 heads of languages department was used. Purposive, Proportionate and simple random sampling techniques was used to obtain the respondents. Data was collected using questionnaires, interview schedules, observation and document analysis. The validity of the instrument was tested through expert judgment while reliability was achieved through the use of Croncbach Alpha. Quantitative data was analysed by use of frequencies, percentages means and standard deviation. Qualitative data was analysed thematically and presented in narrations and quotations. The study revealed that there was a strong positive correlation between attitude and learners acquisition of linguistic skills (r=.911; p=.000) showing that the positive attitude has a positive effect on learners’ linguistic skills. As such, perceptions and motivation play a significant part in linguistic learning since they affect learners’ accomplishment or failure in the linguistic skills acquisition. The findings of this study will be significant to teachers of English to re-evaluate their styles of teaching and improve on them.