Integration of Information Communication and Technology in teaching kiswahili grammar in public secondary schools. A case of Mumias West Sub- County, Kakamega County, Kenya

Abstract

The integration of ICT in education, particularly in teaching Kiswahili grammar, remains a challenge in public secondary schools in Kenya. Despite the potential of ICT to enhance grammar skills, its integration in teaching Kiswahili grammar is still low especially in rural areas like Mumias West Sub-County. Students' grammar skills continue to be a major concern despite global developments in ICT integration in education. The COVID-19 pandemic further exposed the lack of readiness in many educational systems, emphasizing the necessity of efficient ICT integration. This study investigated ICT integration in teaching Kiswahili grammar in public secondary schools in Mumias West Sub-County, Kenya. The study objectives were: To examine the level of teacher preparedness, to find out how teachers use ICT tools in teaching Kiswahili grammar, to evaluate learners’ application of ICT in learning Kiswahili grammar and determine school administration support towards ICT integration in teaching Kiswahili grammar. The study was grounded on the Constructivist cognitive learning theory, which emphasizes active learning through interaction with ICT. A descriptive survey design was utilized. The study targeted 69 Kiswahili teachers, 5128 form four students and 28 Heads of the Kiswahili department, 28 public schools. Stratified sampling and proportionate probability sampling were used to select 9 schools, 9 Kiswahili teachers. Simple random sampling procedure was employed in the selection of 361 students and 9 heads of the Kiswahili department were purposively sampled. Data was collected using questionnaires for teachers and students, interview schedules and document analysis guide for departmental heads. Reliability and validity was ensured through triangulation and pre-testing of instruments. Quantitative data were analyzed using descriptive statistics and inferential statistics, while qualitative data were coded and thematically analyzed. Findings revealed a significant association between the independent variables and integration of ICT in teaching and learning Kiswahili grammar: level of teacher preparedness, r=0.796; teachers use of ICT tools, r=0.854; Learners’ application of ICT, r=0.826; and school administration support, r=0. 854. It was revealed that the teachers were moderately prepared for ICT integration in teaching, ICT tools were used in teaching for research in class, for quick revision skits and holiday assignments. Internet on smart phones was used by 90% of the learners in learning. Students embraced ICT in learning Kiswahili grammar. The study showed that school administrators provided support for ICT integration through development of instruction materials. The study concluded that effective ICT integration in teaching Kiswahili grammar was hindered by inadequate teacher training, insufficient ICT resources, lack of a computerized Kiswahili curriculum and inconsistent administrative support. It was recommended that there should be enhanced teacher training programs in ICT integration in classroom learning, improved ICT infrastructure and strengthened administrative support towards ICT integration in teaching Kiswahili grammar by the ministry of education. Computer studies in secondary schools should be made compulsory for learners to impart knowledge and skills in ICT to enable effective integration in teaching and learning It is hoped that the findings of this study will form a foundation for further research. Curriculum developers will use the findings to review the syllabus to accommodate integration of ICT in Kiswahili grammar development. Knowledge and skills in ICT should be a requirement in employment of teachers of Kiswahili at secondary school level