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.