Language Attitudes and Kiswahili Language Learning in Primary Schools in Kenya (original) (raw)
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European Journal of Education Studies, 2019
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 per...
KELVIN D TOBIAS , 2014
As students, from our innermost feelings we thank our almighty God for his joy and grace of being with us since the beginning of our studies up to date where we are graduating in our degree program. We would like to appreciate spiritual and financial support from our parents since we started our studies up to now. May Almighty God bless them and give them long life. Furthermore, we would like to recognize and appreciate our supervisor Mr. Mpalanzi, Jacob Stephan, for his academic support to us since we started working for research proposal and report writing. Fairly, he used his golden time in advising us concerning our study. For real he made us competent in this field of research. We would like to thank Regional Administrative Officer of Iringa and Iringa Municipality for giving us permission to collect data concerning our study in schools. We also thank the Head Teachers, English Language Teachers and their pupils from these primary schools; Ngome, Tumaini, Mkimbizi and Highland also parents for their positive contribution to our study as they made us to obtain concrete data to produce this report. Additionally, we thank the University of Iringa members especially Department of Education for their advices to us. Also we thank our sister in law Mama John Chacha (Kichere’s wife), our maids Anna and Ivon Mweya for their delicious meals they prepared for us all the time when preparing this report.
East African Scholars Journal of Education, Humanities and Literature
Kiswahili is a very important language in Kenya. It is both a national and official language in the republic of Kenya. However, there are concerns that the poor performance in Kiswahili in national examinations is partially attributed to the laxity in the enforcement of the school language policy. The objective of the study was to assess how the motivation, structure and enforcement of the school language policy impacts on the use of Kiswahili within the school setting, The study was conducted in 30 out of 300 public secondary schools found in Bungoma County. The respondents were 360 form three students, 90 teachers of Kiswahili and 30 principals. Stratified, purposive and simple random sampling techniques were used to sample the target groups. The questionnaire, FGD guide and document analysis guide were used to collect data. The data was analyzed using descriptive statistics which included the use of frequencies, percentages and narrations. The study established that the sampled s...
In the Kenyan education system, Kiswahili is taught as compulsory and examinable subject at primary and secondary schools. This study sought to find out the influence of students' attitudes towards the implementation of Kiswahili curriculum at secondary level in Igembe South District. The study employed descriptive survey research design where the target population was 2,400 form four secondary school students from all 24 public secondary schools in Igembe South District, Meru County, Kenya. Data was collected through questionnaires from thirteen (13) students who were selected using simple random sampling method. The findings revealed that secondary school students in Igembe South District have a negative attitude towards Kiswahili as a subject which affects it implementation. The study recommends that the school administration and the Kiswahili subject teachers should find ways of helping students cultivate positive attitude towards Kiswahili through drama competitions in Kiswahili, poetry competitions in Kiswahili, taking students to theatres which show Kiswahili plays, encouraging students to join Kiswahili clubs such as journalism, debating, and young writers in Kiswahili.
This study investigated language attitudes of secondary school learners of Somali descent toward Kiswahili and their patterns of language use in various domains in a multilingual context as evidenced in Garissa Town. The target population was secondary school students in public and private schools within Garissa town, Garissa County, Kenya. Field data was collected through questionnaires. A total of 100 respondents were involved in this study. This sample was obtained through simple random sampling technique. This study obtained quantitative data from respondents’ responses to guided questionnaires in order to determine their attitude towards Kiswahili. Data was analysed descriptively and by way of tables. The findings reveal that secondary school students within Garissa town have a positive attitude toward Kiswahili. Somali language is mainly spoken at home. English is mainly spoken at school while Kiswahili is used for intercultural and interethnic communication. Keywords: Patterns of Language Use, Language Attitudes, Multilingualism, Kiswahili
Effects of Language of the Catchment Area in Learning Kiswahili
Kiswahili one of the compulsory subjects that is nationally examined but there has been complaints about poor performance in schools. This paper is a report of a study carried out in 2012 in Kapseret Division of Uasin Gishu County. The study assessed the effects of the language of the catchment area in learning Kiswahili. The study was guided by sociocultural theory (SCT) and was descriptive in nature. Simple random sampling was used to select 15 out of 50 schools in Kapseret Division, it was also used to select 20 %(750) of standard six pupils from each of the selected schools. Purposive sampling was used to select 30 upper primary Kiswahili teachers; one class six Kiswahili teacher and a Kiswahili panel head from the selected schools. Data was collected using questionnaires, observation checklists. It was analyzed using descriptive statistical techniques such as percentages and frequencies. The investigation found out Nandi was the language of the catchment area but Kiswahili was used in communication because of different ethnic communities. Kiswahili be used in schools, parents be sensitized to have a positive attitude towards Kiswahili hence changing the learners attitude.
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 ...
Research on Humanities and Social Sciences, 2013
Abstract The role of language attitudes on language choice, development and policy in multilingual societies cannot be over emphasized (Adegbija, 1994; Batibo, 2005). Monolingual speakers have only one attitude towards their language because they have no other languages to compare it with. However, where speakers are bilingual or multilingual; there is a tendency to develop different attitudes to each of the languages used. These attitudes, whether positive or negative, will normally depend on the degree of symbolic or socio-economic value manifested by each language. Tanzania, a multilingual country with over 128 languages and with a bilingual language policy in education is therefore a fertile ground for studies on language attitudes. In recent years, there have been concerted efforts by various stake holders to propagate growth and development of English in Tanzania. English has been lauded as the essential language which links Tanzania to the rest of the world through technology, commerce and administration. Against this backdrop, this study sought to investigate students’ attitudes towards Kiswahili so as to determine whether the shift to English had impacted students’ attitude formation towards Kiswahili. This survey comprised of 340 students sampled from six selected schools of Mtwara Urban and Mtwara Rural districts. Results show that most Tanzanian students have favourable attitudes towards Kiswahili and the language’s status among secondary school students has not diminished. Kiswahili remains the most preferred language of use in all major domains. This study proposes that the place and role of Kiswahili be further enhanced in the country by exploring its possible use as a medium of instruction at secondary school level. Further, the study proposes that local vernaculars, which face extinction due to language shift that has taken place, need drastic measures in order to preserve them. Keywords: Multilingualism, Bilingual education, language attitudes, Kiswahili
International Journal of Humanities, Social Sciences and Education, 2017
Education plays a significant role in the development of any country (Cabansag 2011, Veronis 2006). In Kenya, the National Goals of Education include fostering of nationalism, patriotism and promotion of national unity, promotion of social, economic, technological and industrial needs for national development, promotion of individual development and self fulfillment, promotion of sound moral and religious values, promotion of social equality and responsibility, promotion of respect for and development of Kenya's rich and varied cultures, promotion of international consciousness and fostering of positive attitude towards other nations as well as promoting positive attitudes towards good health and environmental protection. The literacy rate of the Kenyan population of 15 years and above who can read and write was at 87.4% according to the reports by the CIA World Fact-book (2015). 90.6 % of the population comprised of males and the females' percentage estimated at 84.2%. Despite the above indicated rates, education in Kenya faces several challenges including inadequate infrastructure and shortage of permanent classrooms in primary schools. Lack of clear legal guidelines on the implementation of inclusive education and non-formal education programs, low transition rates from primary education to secondary schools and from secondary schools to higher institutions of learning as well as employment, outdated curricula for technical training and vocational education, high numbers of orphans due to HIV/AIDS, limited resources for expansion of universities to cope with the number of students leaving secondary schools, mismatch between the skills offered by the university and the demand of the labor market as well as the high ratio of pupils to teachers in some parts of the country (Mukhwana 2016). This paper examines how the Taia Leo newspaper in Kenya is useful as a tool for instruction and of reference to teachers and students in the institutions of learning, especially at high school level. It is all about how the newspaper can be used in the classroom for teaching and learning of Kiswahili language grammar. A newspaper is a cheap way to enhance class work by providing the basics for studying different subjects from basic literacy to the highest level of critical thinking (Wheeler and Wheeler 1945). Presently, most teachers the world over are using newspaper during the teaching process of their subjects. This has made learning more enjoyable and realistic because some issues which are not found in the textbooks can be found in newspapers. On the other hand, most students spent much of their time reviewing newspapers during their free times or during the library lessons. Reading