Influence of Teaching Methods on Students’ Performance in Kiswahili Poetry in Secondary Schools in Lugari Sub-County, Kenya (Published)
The 2002 revised curriculum for Kiswahili for secondary school education in Kenya incorporated content on poetry. Students have continually performed poor in Kiswahili paper 102/3 in Kenya Certificate of Secondary Education (KCSE) with the poetry section being the most failed. The purpose of the study was to investigate the influence of instructional methodology on students’ performance in poetry in Kiswahili in Kenyan secondary schools, taking a case of Lugari Sub-County. The objective of this paper is to present and discuss the research findings on the methods and teaching resources used by teachers of Kiswahili in teaching poetry. The study was based on Dale’s cone of experience theory which states that learners retain more information by what they ‘’do’’ as opposed to what they ‘’hear’’, ‘’read’’ or ‘’observe.’’ The study adopted a survey research design. It targeted secondary schools in Lugari Sub-County, Kakamega County in Kenya. The researcher used stratified sampling to place schools into three strata; four schools per strata were sampled making a total of twelve schools with twelve teachers of Kiswahili from the sampled schools. Purposive sampling was used to sample Form Three students. Data were collected using two sets of questionnaires, observation checklist, and document analysis. Descriptive statistics were used to analyse the obtained data and findings placed under themes. It was found that oral questioning and lecture methods dominated poetry in Kiswahili lessons. Therefore, the research recommends that teachers of Kiswahili should explore a variety of interactive teaching methods to enhance students’ mastery of content.
RELATIONSHIP BETWEEN TEACHER’S FACTORS AND STUDENTS ACHIEVEMENT: A CO- RELATIONAL STUDY OF SECONDARY SCHOOLS (Review Completed - Accepted)
Teacher always played a significant role in the intellectual and moral development of students by using various techniques, assessments and methods to improve the student’s achievement in school’s subjects. This study therefore focuses on the effect of teacher factors; assessment interval, communication language, the distance of residence, the teacher’s personal characteristics (gender, age, academic and professional qualification, designation, experience and in-service training) on the 9th class student’s achievement in three subjects, English, Chemistry and Mathematics at secondary level. The population of the study comprised all “public sector” secondary schools, male and female teachers and boys’ and girls’ students. A total of 16 secondary schools (08 male and 08 female), 114 secondary school teachers (66 male and 48 female) and 2404 students (1400 boys and 1004 girls) were selected through purposive sampling techniques. Multiple statistical procedures, Spearman and Pearson correlation, mean and standard deviation were employed to obtain stronger validity to the study. The results of the study revealed that there was no significant relationship between many teachers’ related factors and the student’s achievement at the secondary level.