Utilization of drama in teaching Kiswahili grammar in secondary schools in Kimilili sub- county, Bungoma County, Kenya

Abstract

Teaching relies on approaches used in instruction. The way teacher delivers content has a definite impact on retention by the learner. Students’ performance in Kiswahili subject Paper 2 in KCSE in Kimilili Sub County has been poor in recent years. This is the paper in which students’ competency in grammar is assessed. Drama in grammar classroom offers lenses for learners to use their imagination, encourages adaptability, fluency and communicative competence. The aim of the study was to establish how teachers of Kiswahili make use of drama techniques in the teaching of Kiswahili grammar in secondary schools. The study was carried out in Kimilili Sub- County secondary schools in Bungoma County. The objectives of the study were; to establish the drama techniques used by teachers of Kiswahili in teaching grammar in the classroom, to evaluate the teacher’s preparedness in the use of drama technique as a method of teaching, to assess the levels of student participation in Kiswahili grammar lessons when the drama technique is used. The study was guided by Constructive Pedagogy Theory which postulates how things should be taught and how one should bring someone to learn. The theory is often based on learning and is very much related to pedagogical strategy. The study also utilised mixed methodology research approach. It included survey questionnaire, interviews and class observation. Secondary schools in Kimilili Sub-County of Bungoma County were targeted. Purposive and simple random sampling was used to identify respondents who included teachers of Kiswahili in Form Three. Primary data was collected through interviews, questionnaires and observation. Secondary sources included information from written materials like books, journals, reports, seminar papers and articles. Quantitative data was analysed using descriptive statistics while qualitative data was analysed using thematic content analysis. The study findings are; role play, simulations, games and discussions are drama techniques used in teaching Kiswahili grammar in schools. It was found out that teacher preparedness in the use of drama is low. Most (65.9%) of teachers reported that students were willing to take up roles assigned to them when drama method was used. The main recommendation of the study is that teachers of Kiswahili should familiarise themselves with drama techniques in teaching grammar and opportunities should be provided for teachers to increase their knowledge and skills. The study findings would improve the quality of teaching and learning of Kiswahili grammar in secondary schools. The results of the findings would benefit the teachers of languages and other subjects in schools.