LEARNERS’ ATTITUDE IN TEACHING AND LEARNING OF KISWAHILI IN SECONDARY SCHOOLS: CHALLENGES AND STRATEGIES
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Date
2019
Journal Title
Journal ISSN
Volume Title
Publisher
European Journal of Education Studies
Abstract
Existing studies indicate that increasing effectiveness in teaching and learning
positively influence performance. However, challenges may diminish effectiveness in
teaching and learning leading to poor performance. The study focused on challenges in
relation to learners’ attitude towards Kiswahili and the strategies for coping with the
challenges in teaching of Kiswahili in public secondary schools in Hamisi Sub-county,
Vihiga County, Kenya. Study population was 4,106 form four students, 139 Kiswahili
teachers, 47 principals and 1 Quality Assurance and Standards Officer. Krejcie and
Morgan’s (1970) formula was used to select a sample of 351 form four students and
purposive sampling was used to select 42 form four teachers of Kiswahili. Saturated
sampling technique was used to select 42 principals and 1 QASO. In this study questionnaires and interview schedule were used in data collection. Quantitative data
was analysed by descriptive statistics involving frequencies, means and percentages
and presented on tables. Qualitative data was categorized into themes and reported in
verbatim excerpts. Learners had positive attitude towards objectives and content at
mean ratings of 3.02 and 2.94 respectively. However, learners had challenges in
teaching methods and evaluation techniques. They had negative attitude towards
teaching methods and evaluation techniques at mean ratings of 2.44 and 2.34
respectively. The main strategy for coping with these challenges was speaking
Kiswahili on specific days highly applied at 3.22. Motivational speeches and rewards as
well as encouraging wide reading were lowly applied at 2.45 and 2.43 respectively.
Other strategies that emerged from the study were use of Kiswahili clubs, discouraging
learners from listening to adulterated Kiswahili and making Kiswahili lessons
interesting. In conclusions, though the overall learners’ attitude towards objectives and
content is positive, they have negative attitude towards teaching methods and
evaluation techniques. Schools have various strategies for coping with the challenges
applied at different extents. The study recommends that schools endeavor to inculcate
positive attitude among learners towards teaching methods and evaluation procedures
by making them learner centered and properly guiding them in these activities.
Teachers need to expose learners to a variety of teaching methods and evaluation
techniques and provide timely feedback. This will make learners more enthusiastic and
confident and in turn improve performance. The study findings may benefit teachers,
scholars, curriculum developers, policy makers and other interested parties in
understanding the challenges in relation to learners’ attitude, adopting and
strengthening the strategies as well as seeking solutions to the challenges in order to
improve the teaching and learning process
Description
Keywords
learners’ attitude, challenges, strategies