Effect of Preparation of Professional Records in Teaching Oral Skills in Public Primary Schools in Ainabkoi Sub-County

Abstract

Language is the art of expressing ideas through random signs and symbols, which serves as a communication tool. The majority of public elementary schools place less emphasis on teaching oral skills and more on teaching reading and writing because these two are examined in the Kenyan Education System. The purpose of this study was to determine the role of preparation in teaching oral skills in public primary schools in Ainabkoi Sub-County. The study used social development and interaction theory. The study adopted a descriptive research design and was done in selected primary schools in Ainabkoi sub-county. The target population of the study was 421 respondents from 99 primary schools in Ainabkoi Sub-County. The sample size of 205 respondents, 48 Head Teachers, and 157 Primary school teachers of English, Grades 4 to 6, was obtained using Yamane's formula. A pilot study was carried out in Moiben Sub-County to enable the validity and reliability of research instruments. Quantitative data were obtained and analyzed using descriptive statistics and inferential statistics. The study findings indicated there was a positive linear effect of the role of preparation of professional records in teaching oral skills (β1=.436, p=0.030). The study concluded that a well-prepared teacher who understands learning objectives, uses diverse methods, provides ample practice, and gives constructive feedback. The recommendations in the study emphasize the importance of investing in professional development programs for teachers in order to effectively teach oral skills. It is therefore necessary to invest in professional development to equip teachers with the necessary skills and knowledge to effectively teach oral skills.