Kenyan secondary school students learn imaginative writing through English, a second language which is performed dismally in the Kenya Certificate Secondary Education making educators and the general Kenyan public worried. This article is a product of a study which sought to investigate approaches teachers use in teaching imaginative writing in secondary schools in Kakamega Central Sub-county, Kenya. Guided by The Input Hypothesis of Krashen’s Monitor Theory of Second Language Acquisition (SLA), the study used a descriptive survey design and sampled seven (7) out of twenty three (23) public secondary schools in Kakamega Central Sub-county through stratified, purposive and simple random sampling. Seven (7) secondary school teachers of English participated in the study. A questionnaire, interview schedule, and classroom observation schedule were used to collect data from the sampled teachers on teaching imaginative writing. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) and presented in frequency tables and percentages, bar graphs and pie charts. On the other hand, qualitative data was analyzed based on themes and content and was presented descriptively in words. Among other findings, the study revealed that there were insufficient instructional materials and lack of computer competence that limited approaches used by majority of teachers of imaginative writing during teaching. Among other recommendations that the study made was organizing for more workshops, give updates on the teaching approaches and how to integrate technology into the imaginative writing lesson.
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In-Text Citation: (Ochako, Okwako, & Okoth, 2019)
To Cite this Article: Ochako, I. K., Okwako, E., & Okoth, T. (2019). Approaches Teachers use in Teaching Imaginative Writing – a case of Secondary School Teachers in Kakamega Central Sub-County, Kenya. International Journal of Academic Research Business and Social Sciences, 9(5), 167–176.
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