An Investigation of the Relevance on English Textbook Input on Learner's Acquisition of Cohesion in Grammar in Secondary Schools in Kenya

Abstract

We present findings of a study carried out to investigate the relevance of English textbook input on the learner's acquisition of cohesion in grammar in secondary schools in Kenya.  A sampling frame of textbooks was constructed from all the Form 1 recommended textbooks.  Six textbooks were selected from recommended textbooks. The grammatical structures were tabulated alongside the content in the English syllabus by the Kenya Institute of Curriculum Development (KICD). A quantitative analysis of the data was done with tables drawn to quantify the data.  The data collected was analyzed by use of statistical measurements and presented in tables. The findings are expected to assist the curriculum planners and publishers to reorganize and repackage the Form 1 English textbook. It will also assist learners in easier acquisition and internalization of rules of grammar and eventually improve in performance.