Relationship Between Multimedia and Learning Achievements on Kiswahili Grammar Among Secondary Schools in Nakuru County, Kenya (original) (raw)

INFLUENCE OF COMPUTER TECHNOLOGIES ON LEARNING AREAS IN KISWAHILI GRAMMAR ASPECTS IN SECONDARY SCHOOLS IN NAKURU COUNTY, KENYA

The Ministry of Education initiated the integration of computer technologies in teaching of school curriculum in order to enhance quality of education in Kenya. Poor performance in Kiswahili grammar aspects has been experienced for a while, among majority students in sub-county secondary schools in Nakuru County, Kenya. The integration of CAI in teaching of grammar in Languages, helps to transform pedagogical skills in order to improve learners' learning achievements in grammar.The main objective of the Paper was to determine the difference in performance in Kiswahili grammar aspects between students taught Kiswahili grammar aspects using computer technologies and those students taught the same content using TTMs on learning achievements on Kiswahili grammar aspects. This Paper employed a causal-comparative design. A sample of 89 participants was drawn from a target population of 390 subjects. Stratified, purposive and simple random sampling methods were used to select the study sample. Questionnaires for teachers and semi interview schedules for principals were used to collect quantitative and qualitative data. Piloting was done in three schools to determine the validity and reliability of the research items in two weeks before the commencement of the actual study, whereby the study confirmed that the instruments were valid and reliable; the students' each was computed separately using Cronbach's Alpha Formula internal consistency and teachers' alpha coefficient yielded an alpha of 0.73 which were considered adequate for the study. Percentages, mean and standard deviations were used to compare teachers' perceptions of the two groups. Quantitative data was presented and interpreted in frequency table distributions. The findings of the study established that computer technologies enhance learning achievements in Kiswahili grammar aspects than TTMS. While qualitative data from principals' semi structured interview schedules were summarized into differences and were analysed thematically and narrated in words around differences derived from participants' responses so as to verify differences in performance in Kiswahili grammar aspects between students taught Kiswahili grammar using computer-aided instruction and those students taught the same content using traditional teaching methods on Kiswahili grammar aspects.The findings of the study established that computer technologies enhance learning achievements in Kiswahili grammar aspects than TTMS. The Paper concluded that majority of teachers' perceptions established that computer technologies are superior to TTMs in teaching of Kiswahili grammar aspects.

Influence of Videos on Students’ Achievement in English Grammar: A Case of Secondary Schools in Starehe Sub-County, Nairobi County, Kenya

International Journal of Innovative Research and Development

In the Kenyan Secondary School Curriculum, English is the language of instruction, and also one of the compulsory examinable subjects. English grammar, specifically, covers a wide area in the English syllabus, as it is present in all the four basic language skills of listening, speaking, reading, writing and vocabulary. The purpose of this study was to examine the influence of videos on students' achievement in English grammar. To achieve this, the study examined whether video based instruction that was developed using David Jonassen's constructivist principles could have any impact on students' achievement. This study utilized a mixed method design, specifically the Convergent / parallel approach. Videos were integrated in the teaching of grammar in the treatment group whereas students in the control group learnt the same topics using conventional methods. Quantitative data were analyzed using t-tests. The statistical significance of the results was examined at the confidence level of 95%. Qualitative data analysis considered the findings from observation and inferences from the opinions of the respondents in the interviews. Findings revealed that videos utilized on the basis of Jonassen' characteristics of meaningful learning had a positive influence on the performance in grammar. In addition, the study found out that teaching and learning grammar with videos was interesting, engaging, interactive and rewarding.

Factors Influencing Preparation and Utilization of Instructional Media in Teaching Kiswahili in Selected Public Secondary Schools in Kenya

Greener Journal of Educational Research, 2013

Performance in Kiswahili subject in KCSE has not been impressive nationally for a long period. The purpose of the study was to establish factors that influence preparation and utilization of instructional media in teaching Kiswahili in selected public secondary schools in Kenya. Dale's cone of experience formed the theoretical framework of the study. Descriptive survey research design formed the basis of the study. The study population comprised of 28 head teachers, 90 Kiswahili teachers and 39,327 students in selected public secondary schools in Sabatia District. Simple random sampling method was used to select 9 Head teachers, 30 Kiswahili teachers and 395 form three students. Teachers' and students' questionnaires were used to collect information from teachers and students respectively while an interview guide was prepared to obtain data from school head teachers. Qualitative data was received in verbatim and then transcribed and reported in themes and sub-themes while quantitative data obtained was analysed by descriptive statistics such as means, percentages and frequency counts. The study revealed that instructional media resources are poorly utilised by Kiswahili language teachers. The study recommends that the Ministry of education should forecast and plan to fund secondary schools.

TEXT MEDIA AND LEARNING ACHIEVEMENTS IN KISWAHILI READING COMPREHENSION IN SECONDARY SCHOOLS IN NAKURU COUNTY, KENYA

The Ministry of Education initiated the integration of computer aided learning in teaching of school curriculum in order to enhance quality of education in Kenya. Poor performance in Kiswahili reading comprehension has been experienced for a while, among majority students in sub-county secondary schools in Nakuru County, Kenya. The integration of CAI in teaching of Languages, helps to transform pedagogical skills in order to enhance students" learning achievements.The main objective of the Paper was to determine the difference in performance in Kiswahili reading comprehension between students taught Kiswahili reading comprehension using text media and those students taught the same content using TTMs; and the hypothesis that: HO2. There is no significant difference on performance in Kiswahili reading comprehension between students taught Kiswahili reading comprehension using text media and those students taught similar content using TTMs. This Paper employed a causal-comparative design. A sample of 750 participants was drawn from a target population of 12900 subjects. Stratified, simple random sampling methods and purposive sampling techniques were used to select the study sample. Questionnaires for students and form two Kiswahili documentary guide analysis was used to collect quantitative data. Piloting was done in three secondary schools to determine the validity and reliability of the research items in two weeks before the commencement of the actual study, whereby the study confirmed that the instruments were valid and reliable; the students" reliability was computed using Cronbach"s Alpha Formula internal consistency and students" alpha coefficient yielded an alpha of 0.79 which were considered adequate for the study. Percentages, mean and standard deviations were used to analyze quantitative data. Quantitative data was presented and interpreted in frequency table distributions. While the hypothesis was tested at 95% confidence interval using t-test in order to determine mean difference in learning achievements in Kiswahili reading comprehension between students taught reading comprehension using text media and those students taught similar content using TTMs. The findings of the Paper showed that majority of thestudents agreed that text media enhance students" Kiswahili reading comprehension than TTMs. The results also showed that text media improve learning achievements by higher mean of 21.08 than a lower mean of 10.79 scored by TTMs. The hypothesis was rejected at 95% confidence interval level (p=0.00<0.05) indicating that students" mean performance in Kiswahili reading comprehension using text media and TTMs is significantly different. The difference was in favour of those students reading comprehension using text media than those students taught similar content using TTMs. The Paper concluded that text media strategies are superior to traditional teaching methods in teaching of Kiswahili reading comprehension. Furthermore, the Paper also concluded that students taught Kiswahili reading comprehension using text media performed better in Kiswahili reading comprehension than those students taught similar content using traditional teaching methods. The Paper recommended that the Ministry of Education should make integration of CAI mandatory for all secondary schools in teaching of Kiswahili writing essays, because it is perceived that Computer technologies improve performance scores in Kiswahili writing essays.recommended that the The Ministry of Education should make integration of CAI mandatory for all secondary schools in teaching of Kiswahili reading comprehension, because it is perceived that text mediaenhancelearning achievements in Kiswahili reading comprehension.

The Effect of Media Use on the Quality of Learning Outcomes in English Language in Public Secondary Schools in Mbooni East Sub-County, Kenya

European Journal of English Language Teaching

The study sought to accentuate instructional media use and the quality of learning outcomes in English language in public secondary schools. Its purpose was to determine the effect of instructional media use on the quality of learning outcomes in English language in public secondary schools in Mbooni East Sub-County, Makueni County. The study employed a mixed approach with a descriptive survey design. Data was collected from Extra County, County and Sub-county public secondary schools using questionnaires, interview schedules and tests for the students where a 97.33% response rate was achieved. The dependent variable was learning outcomes in English language among students in public secondary schools in Mbooni East Sub-county, Kenya while the independent variable was instructional media use. The target population was teachers of English, heads of languages department and form their students in the Sub-county. Simple random sampling was used to select the students while purposive sam...

English Language Acquisition: A Comparative Study About Usage of Multimedia and Conventional Direct Methods of Teaching in Awutu Senya East Municipal of Ghana

2017

This study compares the effects of Multimedia method (MMT) of teaching and the Conventional Direct method (CDT) of teaching English Language to Junior High School (JHS) students in Ghana. It sought to measure the achievement of Junior High School (JHS) students in the various domains of the English language course – which is a core component of the JHS curriculum. The study was structured as a quasi-experimental research design. The setting of the study was in Awutu Senya East Municipality in the Central Region of Ghana. Two schools, matched by intellectual competencies and had computers, were sampled for the study. In all one hundred and eighteen (118) students participated in the study. Sixty-two (62) students from one school – constituting the controlled group were instructed using Multimedia approach, whereas another fifty-nine (59) from the other school were taught using the Conventional Direct method. Subsequently, both groups received Multimedia and Conventional instructions ...

Towards the Utilization of Instructional Media for Effective Teaching and Learning of English in Kenya

Although English language is a compulsory subject in the Kenyan school curriculum, its teaching faces enhancement challenges. English language has been allotted more time for effective teaching and learning, this is however, not reflected in students’ performance results in many public secondary schools in Kenya. In assessing the cause of this poor performance, teachers are said to have absconded their duties. Most teachers in public schools are said to absent themselves from school, while those who attend classes do not carry out their responsibilities when teaching. Moreover, since the introduction of free primary education in 2002, the number of pupils joining schools increased tremendously. This has seen an increased number of primary level graduates transit to secondary schools whereas the number of teachers remained the same. The huge numbers of students in classes has posed a great challenge to effective teaching and instruction and to the use of teaching resources available. In many instances, teachers have reverted to using only the traditional methods of teaching and instruction. Thus, this paper assesses the place and role of instructional media in enhancing teaching and learning of English language subject in Kenya. The paper urges for a renewed emphasis towards the use of Instructional Media by teachers and stakeholders. The paper proposes for a mandatory use of instructional media while teaching to enhance learning English language subject in Kenya. Keywords: Instructional media, Language teaching, instructional objectives, performance

Comparative Analysis of Multimedia Tools for Enhancing English Grammar Instruction Among Adult Learners in Northeastern Nigeria

Indonesian Journal of E-Learning and Multimedia, 2025

This study investigates the effectiveness of multimedia tools such as mobile apps, online platforms, interactive textbooks, and video tutorials in enhancing English grammar instruction for adult learners in Nigeria, an area of growing significance given the rapid adoption of educational technologies worldwide. English plays a vital role in Nigeria's academic and professional landscapes; however, adult learners often face significant challenges in mastering English grammar due to limited exposure, inadequate foundational knowledge, and competing responsibilities. The approaches of this study adapt the mixedmethods framework, combining quantitative surveys with qualitative interviews and observations from classroom settings. A total purposive sample size of 200 adult learners was selected; 30 of these provided rich qualitative data. The study examines learners' perceptions of usability, accessibility, and engagement with multimedia tools, alongside their impact on motivation, interaction, and learning outcomes in grammar acquisition. The results show that mobile apps and online platforms are seen as the most effective tools because of their interactive features, like gamified quizzes and instant feedback. These features make learning more engaging and motivating. Additionally, these tools are easy to access and flexible, allowing learners to study at their own pace and fit lessons into their busy schedules. However, challenges such as content overload and technical difficulties were noted. This study concludes by recommending a blended learning approach to integrate multimedia tools with traditional instruction, which provides practical insights for educators and policymakers aiming to improve adult grammar education in resource-constrained settings.

Factors Influencing the Use of Media in Teaching and Learning of English in Secondary Schools in Kakamega East Sub-County, Kenya

European Journal of Education Studies, 2019

Instructional media helped learners to conceptualize abstract concepts. It has been established that appropriate use of instructional media enhanced teaching and learning of English. However, in Kakamega East Sub-County, English registered declining performance in the Kenya Certificate of Secondary Education (KCSE) examinations. The blame had been on inappropriate and non-use of instructional media. The purpose of this study was to assess the factors influencing use of instructional media in teaching and learning of English in secondary schools in Kakamega East Sub-County, Kenya. Specific objective of the study was to establish: Availability of media for use in teaching and learning of English. The study revealed that teaching while incorporating the appropriate instructional media was significant for successful instructional process. The study was based on descriptive survey design. Romiszowski (1992) Conceptual Framework was used to establish the factors influencing media use in teaching and learning of English. The study population consisted of 23 head teachers, 46 teachers of English, and 1500 Form Two students. Saturated sampling technique was used to select a sample of 20 head teachers and 40 teachers of English. Simple random sampling technique was used to select a sample of 500 Form Two students. Piloting of instruments was done on 10% of the population. Research instruments were questionnaire, document analysis guide, observation schedule and interview schedule. Content validity was attained by presenting research instruments to three sets of experts. Quantitative data was collected from the closed questionnaire items which were tallied and presented using frequency counts, percentages and means. Qualitative data was transcribed and organized into categories, sub categories and themes based on the study objectives. The findings of this study showed that there was inadequate brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by European Journals of Education Studies