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.
