The Use Of Drama Techniques In Teaching And Learning Of Kiswahili Language In Secondary Schools In Nandi South District, Kenya

Abstract

The study was designed to establish the use of drama techniques in teaching and learning of Kiswahili in secondary schools. The objectives of the study were: to establish how Kiswahili teachers make use of drama techniques in teaching and learning activities in the classroom; to determine the levels of students’ participation in the lessons that make use of drama techniques; to establish the frequency of use of drama techniques in teaching and learning of Kiswahili; to establish the views of teachers of Kiswahili on the use of drama techniques in the teaching of Kiswahili and to establish the effectiveness of teaching and learning of Kiswahili language when drama techniques are utilized. Hatch’s discourse theory of language development constituted the theoretical framework of the study. The research design used was survey involving Kiswahili language teaching. The study targeted secondary schools in Nandi South district in Nandi County. Schools were stratified into boys, girls and mixed categories. Stratified random sampling was used to select twelve schools in which four schools were randomly selected from each of the three strata. From the schools sampled, two teachers of Kiswahili were randomly selected for the study. Twenty four teachers and one hundred and eighty students responded to the questionnaire. Eight teachers were randomly selected from those who responded to the questionnaire for observation. Each of the eight teachers was observed twice. The eight teachers were interviewed after observing their second lesson. Data was analyzed using descriptive statistics. Frequency distribution tables and bar graphs were used in data presentation .Most of the data elicited through interviews was presented qualitatively. Data from interview were coded and analyzed descriptively in identified themes based on study objectives. The study revealed that use of drama techniques was limited because teachers selected approaches that would enable them to easily complete the syllabus. Where drama techniques were employed student participation during the lesson was high. The study noted that those who enjoyed teaching employed drama techniques and teaching using drama techniques was effective since it involved more resources to aid understanding of language. The study recommended that lessons be preceded with drama or activities that stimulate learners and ensure free flow of ideas. The findings would be useful for teachers and Kiswahili course designers for the improvement of quality of teaching and learning.