Effectiveness of Learner-Centred Approaches on Quality of Imaginative Writing among Grade Six Learners in Kakamega East Sub-County

English Language plays a very important role as a medium of instruction at all levels of learning in educational institutions in Kenya. The current study sought to investigate effectiveness of learner-centred approaches in enhancing quality of imaginative writing among grade six learners in Kakamega East Sub-county under the newly implemented Competency Based Curriculum (CBC), a paradigm shift from 8-4-4 teacher-centred learning. However, despite the adoption of these approaches 47.5% of learners could not write quality compositions, as seen in their performance in the School-Based Assessment. Lev Vygotsky’s theory of cognitive development was used to underpin the study. The theory asserts that cultural and social factors influence cognitive development. The target population was 6762 respondents from 98 public schools. Simple random sampling, stratified sampling and purposive sampling were used to sample 171 respondents in 79 primary schools from the sub county. Yamane’s formula was also used to determine the sample. Primary data was collected through questionnaires, interview schedules, document analysis, and observation schedules. Quantitative data was analysed using Statistical Package for Social Sciences (SPSS) and presented using frequency tables, percentages, and pie charts. Among other findings was that teachers did not utilize learner-centred approaches to achieve quality in imaginative writing which was attributed to the fact that Imaginative Writing was not assessed at Kenya Primary School Education Assessment (KPSEA). Therefore, among other recommendations the study recommended that the management of primary schools’ implement ICT. The study also recommended that the government through Kenya National Examination Council should consider assessing Imaginative Writing at KPSEA.