PERCEPTION OF ENGLISH LANGUAGE TEACHERS ON USE OF LIFE-STAGING TECHNIQUE DURING ENGLISH LANGUAGE TEACHING IN PUBLIC SECONDARY SCHOOLS IN WARENG SUB-COUNTY, KENYA

Life-staging of set-books is employed by language teachers as one of the teaching technique. Not all teachers employ life-staging in their lessons since there are some challenges on its usage. The purpose of this study is to establish the Perception of English Language Teachers on Use of Life-Staging Technique During English Language Teaching in Public Secondary Schools in Wareng Sub-County, Kenya. A descriptive survey design was adopted. Research was both qualitative and quantitative; interviews and questionnaires were used to collect data. Research instruments were tested for validity and reliability. A sample size of 433 respondents comprising of 384 students, 32 teachers of English language and 16 HODs language department was drawn from 16 public secondary schools to participate in the study through quarter, purposive and stratified random sampling techniques. In this study, descriptive statistics was used to analyze data where the percentages and frequency distribution tables was used to give summary of the findings. The data collected was analyzed using the Statistical package for Social Science (SPSS). The study found out that teachers had a positive attitude towards use of life staging technique. The study recommended that teachers of English needed to use learner-centered approaches like life-staging technique since the strategy improved on learning outcomes. The findings of this study will help education stakeholders and policy makers to come up with better teaching techniques that will suit English as a second Language classroom and improve English language performance in secondary schools.