Factors affecting teaching and learning of Kiswahili comprehension in secondary schools in Wareng sub-county Uasin gishu County, Kenya

Abstract

The purpose of this study was to investigate the factors affecting the teaching and learning of Kiswahili comprehension at secondary school level in Wareng Sub-County. Since 2002 when the new syllabus for Kiswahili was introduced the performance of Kiswahili comprehension has been unsatisfactory. This made the researcher to go deeper and investigate the factors affecting the teaching and learning of Kiswahili comprehension. The study was done to achieve the following objectives; investigating the effectiveness of instructional methods used to teach comprehension in Kiswahili, to establish the effectiveness of instructional resources used by teachers to teach Kiswahili comprehension, to establish the students’ attitudes towards Kiswahili comprehension and teachers preparation of documents used to teach Kiswahili comprehension. The study was based on Thorndike(1991) theory of learning which states that learning reflects the development of an S-R (stimulus – response) association. The study adopted survey research design where a relationship between the factors affecting the teaching and learning of Kiswahili comprehension and their effectiveness was established. In addition, the study was descriptive since it only established the association between the variables. Cluster sampling was used to sample divisions, stratified sampling for schools, simple random sampling for teachers of Kiswahili and students and purposive sampling for heads of department. A total of fifteen secondary schools were selected, three hundred and sixty students, fifteen teachers of Kiswahili and three heads of department. Questionnaires and interviews were used to collect data. A pilot study was done to establish the validity and reliability of the research instruments. The data was analyzed by use of Statistical Package for Social Sciences (SPSS) and presented by using tables, graphs, figures, frequency and percentages. However the findings of the study indicated that students had a positive attitude towards Kiswahili and the main problem was the use of teacher-centered instructional methods and minimal use of instructional resources. The study therefore recommended the use of varied and student-centred methods to enhance the teaching and learning of Kiswahili comprehension. On the other hand also, teachers are advised to add to the accounts of their instructional resource materials and not only rely on textbooks. Teachers are also advised to observe their code of regulations in the use of instructional documents such as scheme of work, lesson plans, record of work and progress records to ensure smooth teaching and learning of Kiswahili comprehension. The researcher hopes that this study will add to the field of knowledge and fill the gaps that are hindering the teaching and learning of Kiswahili comprehension. Moreover the researcher hopes that the study will be helpful to Educational Planners, Quality Assurance and Standards Officers, teachers of Kiswahili and also the learners to handle well the teaching and learning of Kiswahili comprehension