ADOPTION OF SMALL GROUP TECHNIQUE ON STANDARD SEVEN LEARNERS' ACHIEVEMENT IN ENGLISH COMPOSITION WRITING IN PUBLIC PRIMARY SCHOOLS IN KISUMU COUNTY, KENYA

Small group is hugely rewarding, both for facilitator and learners. This pedagogy is the best teaching skill worth nurturing and defending. Small group offers flexibility, interaction, flexibility, reflexibility. and engamement. To teach standard seven learners in English composition writing offers the learners opportunity to be able to work well in the groups where behaviour, collaboration and communication is natured. The study was guided by the objectives: To examine the influence of small groups’ technique on learners’ achievement in composition writing skills in public primary schools in Kisumu County. Drawn from Lev Vygotsky( 1962; 1978) the vision of pedagogy is based on the idea of learning as an interactive , social process , within which the facilitator directs the transition of the learners into the Zonal prominal development in order to cultivate new knowledge in order to cultivate new knowledge . Pre-test Post-test nonequivalent groups research design was adopted, sample size of 292 was drawn from 6 teacher of English, 6 head teacher and standard seven pupils in public schools. Data were collected via questionnaire, observation schedule and check list. Analysis was done using descriptive statistics. The study found that for small group learning technique: revised strategy is moderately used (m= 3.80 with SD of 2.960) buzz strategy is moderately (m= 3.40 with SD of 2.106) used in teaching composition and three minutes strategy is highly used (M= 4.20 with SD of 2.269) in composition teaching. The computed z values for brainstorming technique elements revealed a z-statistic value higher than the z Critical value and P-value less than 0.05. Thus, the study rejected the entire five Null hypotheses as there was a statistically significant relationship between: individual group technique, whole class technique, small group technique, round robin technique and relay technique; and learners’ achievement in composition writing skills in public primary schools in Kisumu County. The study recommended that similar studies to be carried out using inferential statistics, especially multiple regression analysis to assess how the individual strategies of brainstorming teaching technique contribute to overall learners learning achievements. Other researches can use the Humanist child development theory to carter for the concerns of a paradigm shift to the thinking about holistic development of the learners, the policy makers and implementers ministry of Education and Kenya National Examination Council, to address the use of inquiring-based learning in order to provoke critical-thinking in learners as the new (CBC) get rooted to curb the negative attitude of embracing change of teaching for life and not for exams.