Factors affecting kiswahili language teaching and learning among grade one pupils in public primary schools in Makueni Sub County Makueni County

Abstract

Kiswahili is commonly employed by educators in numerous pre-school settings as a means of elucidating various themes. Nevertheless, it is approached in an informal manner, without the effort to promote and use of grammar rules. The extent to which English is given preference results in its increased familiarity to pupils prior to their enrollment in the first grade. The study sought to assess the factors affecting Kiswahili language teaching and learning among grade one pupils in public primary schools in Makueni County. The study was guided by the specific objectives; to assess teacher perceptions; availability of teaching resources; first and second languages influence; teaching methods for learning Kiswahili language and to discuss challenges facing grade one pupils in Kiswahili language learning in public primary schools. The study was guided by socio cultural theory of language development propagated by Lev Vygostky (1896-1934). The research targeted all grade one Kiswahili teachers and head teachers in Makueni Sub County. The total targeted population was 548 from274 public schools found in Makueni Sub County. Simple random sampling was used to select 82 schools, teachers being selected by purposive sampling from the schools selected. This was 30% of the population. 14 head teachers were then selected, 2 from each educational zone using purposive sampling. This research was guided by descriptive survey research design. The study was both quantitative and qualitative in nature. Quantitative data from grade one Kiswahili teachers was collected using self- administered questionnaires. Observation checklist was used to check the availability of teaching and learning resources in the schools under the study. Qualitative data from the head teachers on the same was collected using open ended one-on-one interviews. The data was presented by use of tables, pie charts, graphs, percentage and means. Descriptive statistics was calculated on the variables to summarize and describe the data collected. SPSS software version 26.0 aided the data analysis. The study findings; majority of teachers 87.7% had revealed that there was gaps in Kiswahili curriculum coverage; majority of the teaching resources were unavailable in most of the schools; majority of learners 62.2% of learners use mother tongue which influences Kiswahili; majority of teachers 75.6% agreed that guided learning was the most effective method of teaching Kiswahili. The head teachers noted that learning resources were inadequate and most schools did not have the finances to acquire them. The study recommends that the government in collaboration with the ministry of Education to review areas in the curriculum which are irrelevant in teaching and learning Kiswahili. These include the use of field excursions, too broad syllabus and the time allocated in teaching the Kiswahili Subject.