School Factors Influencing Instruction Of Kiswahili Grammar In Public Secondary Schools In Baringo Central Sub-County Kenya

Abstract

Kiswahili is one of the core subjects that are taught in secondary schools curriculum in Kenya. It is official and national language in the Republic of Kenya. Nevertheless, this subject has been experiencing some challenges in schools. The study set out to investigate school factors influencing instruction of Kiswahili grammar in public secondary schools in Baringo Central sub-county, Baringo County. The objectives of the study were: to identify school resources that influence students’ achievement in Kiswahili grammar, find out the staffing of Kiswahili teachers in Baringo Central sub- county, identify teachers' perception towards Kiswahili grammar and find out students’ perception towards Kiswahili grammar. The study was based on the production function theory of education. The research employed descriptive survey design. Baringo Central Sub-county has a total of 36 public secondary schools with a total population of 2057 students, 50 teachers of Kiswahili and 36 principals leading to total target population of 2143. Stratified random sampling was used to select 12 public secondary schools, each one class totaling to twelve (12) classes. 20 students were selected from the sampled 12 public secondary schools using simple random sampling per stream totaling to 240 students. 16 teachers of Kiswahili were purposively sampled and 12 principals totaling to a sample size of 268. Data was collected through questionnaires for students and teachers and interview schedule for principals. The questionnaires were administered to both students and teachers while interview schedules were administered to principals of sampled schools. Mixed research method was used whereby qualitative data was organized into themes, categories and patterns relevant to the study and findings represented using, tabulation. Quantitative data which was collected was coded then analyzed and results presented using percentages, means, frequency distribution tables, bar graphs and pie- charts. From the study it was established that 66.7% of sampled schools lacked the necessary teaching and learning resources like library and classes hence impeding academic achievement. The findings also indicated that most schools did not have enough Kiswahili teachers employed by Teacher Service Commission thus hired BOM teachers. The study further established that teachers’ perception towards Kiswahili grammar influenced Kiswahili teaching and learning and was positive. The research also found out that learners had positive perception towards Kiswahili language. The study should help school authorities, Ministry of Education, County authorities and other stakeholders to provide enough facilities and resources for teaching and learning like libraries and class rooms. The Teacher Service Commission should see the need to post adequate qualified Kiswahili teachers to all public secondary schools and enforce policy on who should be appointed by BOM. Teachers should be constantly engaged in refresher courses, seminars and symposia to update their skills on language pedagogy and inculcate interest to the students by lobbying for the subject as well as having sound language policy.