Influence of Teaching Methods on Students’ Academic Performance in Kiswahili Subject in Public and Private Secondary Schools in Lang’ata Sub-county (original) (raw)

Teaching Styles and Learners’ Achievement in Kiswahili Language in Secondary Schools

International Journal of Academic Research in Progressive Education and Development, 2012

Effective use of learning strategies can greatly improve learners' achievement. In Hamisi District in Kenya, secondary school students have continued to attain poor results in Kiswahili subject in the Kenya Certificate of Secondary Education (K.C.S.E) examination. From the year 2007 to 2011, the mean scores in Kiswahili language ranged between 5.11 and 5.53 out of the possible 12.00. This poor performance has been blamed on poor teaching styles. However, no empirical study has been done to determine the link between teaching styles and learners' achievement in Kiswahili language. The purpose of this study was to determine the influence of teaching styles on learners' achievement in Kiswahili language in secondary schools in Hamisi District, Kenya. The population of the study consisted of 1,800 Form 4 students and 76 teachers of Kiswahili language. Simple random sampling technique was used to select a sample of 25 teachers of Kiswahili language while Krejcie and Morgan formula was used to select 317 Form 4 students.

Factors Influencing Students’ Academic Performance: The Case of Pre-Service Teachers at Dambai College of Education in Ghana

Education Quarterly Reviews

The primary purpose of teaching at any level of education is to bring a fundamental change in the learner through various teaching and learning methods. The effectiveness of these teaching and learning processes largely depends on the choice of the teacher's teaching method. It appears that the literature with regards to effectiveness of teaching methods may not be extensive. The purpose of this study therefore was to examine influence of teaching methods on students' academic performance in Kiswahili subject in public and private secondary schools in Lang'ata Sub-county. This study applied mixed methods research design. The target population for this study consisted of all 18 secondary school Principals, 91 Kiswahili teachers and 7691 students of the 18 secondary schools in Lang'ata Sub-County. Both probability and nonprobability sampling procedures were used to get a sample of 234 participants (9 principals, 45 teachers and 180 students). Interview guide for principals, questionnaires for teachers and students were used to collect data. Qualitative data were thematically analyzed whereas quantitative data were analyzed with the help of SPSS version 20. Findings revealed that teachers used a blend of lecture, group work and question and answer methods to a larger extent and demonstration, guided learning and role-play to a lesser extent to teach Kiswahili. Teaching methods had both a positive and negative influence on students' performance in Kiswahili. In conclusion, teaching methods influence students' academic achievement in Kiswahili. The study recommends regular in service training for Kiswahili teachers as it is believed that in service training addresses contemporary issues that will help teachers understand various methodologies and how to incorporate them in their day to day teaching.

Relationship between the extent of Implementation of Kiswahili Curriculum in Secondary Schools in Vihiga County and Student Kiswahili Achievement and Attitudes Towards Kiswahili

East African Journal of Education Studies

Effective curriculum implementation is essential for the realisation of set objectives. This study examined the relationship between the extent of implementation of the Kiswahili curriculum in secondary schools in Vihiga County and student Kiswahili achievement and attitudes towards Kiswahili. The study used an Ex-Post Facto research design. The target population included secondary school students. Probability sampling approaches were used. Ninety-eight students from national schools were selected 105 from Extra- County schools, and 140 from County schools. Research instruments included; questionnaires, achievement tests, and an attitude scale for students. The test-retest method was used to determine the reliability of the evaluation results. Data were analysed using frequencies, means and standard deviations. ANOVA was used to test hypotheses. The study concluded that the Kiswahili curriculum was implemented to some extent in Vihiga County. Students’ performance was influenced by ...

Principals' Instructional Supervision Practices: Key to Kiswahili Academic Performance

This study evaluated the principals' instructional supervision practices as key to Kiswahili academic performance in public day secondary schools in Nairobi County, Kenya. Secondary school principals' instructional practices are paramount in enhancing academic performance among secondary school students. Quality and relevant instruction ensures excellent academic Kiswahili achievement of students. Through instructional supervision offered by the principals, teachers are stimulated, supported and motivated to instruct the students well. For instructional supervision to fully benefit schools, both the principals and the teachers need to play a meaningful and effective role. The improvement of school through instructional supervision has been a concern for education stakeholders in Kenya during colonial and after colonial periods. As a result, Education Commissions which were formed to evaluate the education system in Kenya addressed the status of Kiswahili. The education Commissions included Phelps Commission of 1924 which recommended the use of vernacular and Kiswahili for teaching practical subjects, and Presidential Working Party for the Establishment of Second University of 1981 which called for teaching of Kiswahili as a compulsory and examinable subject in both primary and secondary schools. The current study targeted 26 public day secondary schools, 26 principals, 26 heads of department of Kiswahili and 2664 students. Both probability and non-probability sampling techniques were used in the study. The objectives of the study included: What instructional materials are used by Kiswahili teachers to ascertain performance in Kiswahili; what measures are put in place by secondary school principal to realize performance in Kiswahili; what are the strategies directed towards enhancing Kiswahili teachers' skills in public day secondary schools in Nairobi County. Descriptive research design was adopted for the study. Data analysis techniques included stratified random sampling, proportional allocation, simple random sampling design and purposive

Learning Strategies and Students' Academic Performance in Secondary Schools in Makadara Sub County, Nairobi City County, Kenya

The purpose of this study was to analyse the influence of learning strategies on students " academic performance in secondary schools in Makadara Sub County, Nairobi County. The main objective of the study was to determine the influence of strategic plan on students " academic performance in secondary schools in Makadara Sub County, Nairobi City County. The study was guided by the Education Production Function Theory by Mace (1979). Descriptive survey design targeting 23 principals, 92 Head of departments and 2885 form four students was use. The sample size was made up of 23 principals, 92 Head of departments, and 226 students. Qualitative and quantitative data were obtained from the study and analysed using the descriptive and statistical techniques. The study established that time management greatly influenced students " academic performance proving a significant positive correlation with time management. Secondary schools in Makadara Sub County conducted continuous assessment on termly, monthly and weekly basis. The assessments were in the form of test, class work, and project at the end of the topic. The students were organized in groups, whole class and individually. The study further found out that class attendance greatly influenced academic performance. There is a positive correlation between continuous assessment and academic performance. Secondary schools in Makadara Sub County have schools rules which are observed by more than half of the students and punishment administered to the law breakers. Discipline influenced students " academic performance to a great extent and had a positive significant effect on academic performance. The teachers informed their students about the content of work in each subject area from the syllabus with moderate syllabus coverage. The strategies adopted included; creation of more time, strict class attendance, topical timetable starting from as early as 6.30 am in

Factors Influencing Academic Performance in Public Secondary Schools: A Survey of Trans Nzoia East Sub County Kenya

International Journal of Academic Research in Business and Social Sciences

The purpose of study carried out an analysis of strategies influencing academic performance in public secondary schools in Trans Nzoia East Sub County Trans Nzoia County Kenya. The main objectives were: establish the effect of motivational strategies on academic performance of public secondary schools; to establish the influence of principals' strategy on work environment on students' performance and examine the instructional leadership practices on academic performance in public secondary schools in Trans Nzoia East Sub County. The study was theorized by effective schools' model theory by Lezotte (2001). The target population of the study were all principals and head of departments in the public secondary schools in the sub county. The study population comprised of all public schools in the sub county, all principals, and heads of departments. The sample was chosen using census technique as all targeted units were respondents. Questionnaires were used to collect data from the field. Simple descriptive statistics were used as they had an advantage over more complex statistics since they could easily be understood especially when making results known by a variety of readers. The coded data was processed and analysed using the Statistical Package for Social Sciences (SPSS) version

English Language Teaching Methods and the English Academic Performance: A Case of Ukumbi Primary School, Kilolo District

Journal of Education and Development (JED), 2023

This article underscores the English language Teaching methods with their influences on the English language subject's academic performance of the public primary school students of Kilolo District in Tanzania. Using the descriptive research design, the study was conducted at Ukumbi Primary School, Kilolo, Iringa region to standards four and seven. The secondary data were collected using the documentary reviews from the Standard Four and Standard Seven national examinations results of English language subjects requested from the head teacher, whereas the primary data were collected using questionnaires, interviews, and introspection techniques which were purposefully administered to the Standard Four and Standard seven classes to check onto the methods of teaching English language to public primary schools and their influences on the students' subject academic performance which seems to promote or deteriorate the learners' interests in English as the medium of instruction. The target sample sizes in Standard Four and Standard Seven were randomly selected for an unbiased information search. The data collected were summarized, organized, recorded-and presented using a variety of tools such as tables, charts, distribution and graphs with the help of Excel and MS Word features which helped the interpretation of the findings to get the relevant information of this article. The findings of the study show that most of the students have problems with oral communication, and pronunciation including sound, stress, and intonation as the English Language teaching methods used hardly care about their learning. The findings recommend that primary school teachers should be given special training on the English language teaching methods that favour the development of communicative abilities in primary school students.

Influence of Teacher Related Factors on Students' Academic Performance in Kiswahili Composition in Public Secondary Schools in Kisumu West Sub-County, Kenya

2019

Composition writing helps learners to acquire writing skills. However, students' performance in Kiswahili composition at the Kenya Certificate of Secondary Education (KCSE) examination shows that national performance has been fluctuating with a mean of 14.20 in 2008, 15.40 in 2009, 14.32 in 2010, 16.43 in 2011 and 10.43 in 2012out of 40 marks. From year 2008 to 2012, Kisumu West Sub-County students' performance in the Joint Evaluation Test (JET) shows that performance was lower compared to other sub-counties in Kisumu County with a mean of 11.20 which was below the county mean of 13.49. Although studies have established that teachers are key determinants of performance, students' academic performance in Kiswahili composition has remained below average in public secondary schools in Kisumu West Sub-County. The purpose of the study was to establish the influence of teacher related factors on students' academic performance in Kiswahili composition in public secondary sc...

Pedagogical Practices and Pupils’ Academic Performance in Primary Schools in Morogoro Municipality, Tanzania

Asian journal of education and social studies, 2023

Our paper investigated the contribution of pedagogical practices on pupils' academic performance in primary schools in Morogoro Municipality, Tanzania. We employed a qualitative approach and conducted the study in three public and three private primary schools, with a total of 60 respondents. Primary data were gathered through interviews, focus group discussions, and classroom observations. We used content analysis to analyze the data and develop themes and sub-themes. The results show that public and private school teachers differ in their approach to pedagogical practices, resulting in variations in academic performance. We conclude that effective pedagogical practices can significantly impact pupils' academic performance and suggest that teachers receive proper training and support to implement these practices. Therefore, our study