Dramatic techniques used in teaching of Kiswahili language in primary schools in Kakamega South sub-county of Kakamega County, Kenya

Abstract

Teaching relies on approaches in instruction. The way teachers deliver content has a definite impact on retention by the learners. The teaching of Kiswahili language is generally factual and therefore appear boring to the learners. To make its teaching receptive various techniques are required and they include drama. The aim of the study was to establish how Kiswahili teachers make use of drama techniques in teaching Kiswahili language in primary schools. The study was carried out in Kakamega Sub-County primary schools in Kakamega County. The objectives of the study were; to establish the frequency of drama techniques in teaching Kiswahili in primary schools; to establish how Kiswahili teachers utilize drama techniques in teaching activities in the classroom; to assess the levels of pupils’ participation in Kiswahili language lessons when drama techniques are used; find out the effectiveness of teaching of Kiswahili when drama techniques are used; ascertain the views of the teachers of Kiswahili on the use of drama techniques. Vygotsky social theory of language development constituted the theoretical framework of the study. The study utilized mixed method research approach with a descriptive survey design. It included survey questionnaire, interviews and class observation. The study targeted primary schools in Kakamega South Sub-County in Kakamega County. Purposive and simple random sampling was used to identify respondents who included teachers of Kiswahili and pupils in class seven. Schools were stratified into boys, girls and mixed categories. Stratified random sampling was used to select eighteen schools in which six schools were randomly selected from each of the three strata. From the schools sampled, one teacher of Kiswahili was randomly selected for the study. Six teachers were randomly selected from those who responded to the questionnaire for observation. Each of the six teachers was observed twice. The six teachers were interviewed after observing their second lesson. Primary data was collected through interviews, questionnaires and observation. Quantitative data was analyzed using descriptive statistics while qualitative data was analyzed using thematic content analysis. Based on evidence from the study, there are many drama techniques that can be decided on by teachers in Kiswahili language lessons. The techniques include; role play, mime, simulation, games, drama, debate and others. The study revealed that use of drama techniques was low because teachers selected approaches that would enable them to complete the syllabus fast. That pupils’ participation was high (83.3%) when drama techniques were used during the lesson and teaching using drama was effective since (66.7%) of teachers reported it enhanced the teaching of the subject. The recommendation of the study was that the Kiswahili curriculum should be carefully designed to enhance the quality of teaching through learners’ involvement. The curriculum and the content be learner oriented rather than examination oriented. This will eliminate the idea of the teachers concentrating on covering the syllabus at the expense of learners. The study findings would improve the quality of teaching and learning of Kiswahili language in primary schools.