Factors influencing implementation of Kiswahili curriculum in public primary schools in Igoji division, Meru county, Kenya
Abstract
The purpose of this study was to examine factors influencing implementation
of Kiswahili curriculum in public primary schools in Igoji Division, Meru
County. The following were objectives of the study; to examine the extent to
which availability of teaching and learning resources influence
implementation of Kiswahili curriculum, to determine the influence of
teaching methods on implementation of Kiswahili curriculum, to establish
how teacher training influences implementation of Kiswahili curriculum, to
examine the extent to which attitude of pupils towards Kiswahili influence
implementation of the curriculum and to determine how teachers teaching
experience influences the implementation of Kiswahili curriculum in public
primary schools. The study adopted descriptive survey research design. The
researcher targeted Kiswahili teachers, the class eight pupils and the
headteachers. The sample population of thirty percent, was arrived at by using
stratified proportionate sampling technique to sample schools, purposive
sampling to sample the headteachers and teachers. Simple ballot sampling was
used to select the pupils. A sample of thirteen schools, thirteen headteachers,
sixty one Kiswahili teachers and one hundred and forty nine standard eight
pupils was therefore used in this study. The data was collected using the
questionnaires that were administered to teachers, pupils and interview
schedule to the headteachers. Qualitative data was sorted into homogenous
themes and coded. The quantitative data was analyzed using descriptive
statistics. Statistical Package for Social Sciences (SPSS) was used to analyze
data and information presented using frequency tables, charts and graphs. The
study findings established that implementation of Kiswahili curriculum was
influenced by inadequate teaching, learning resources and attitude of the
learners. The findings also revealed that 43.1% of teachers had never attended
any in-service training on the Kiswahili curriculum. The study also revealed
that most teachers integrated all the teaching methods at different levels thus
having little influence on teaching of Kiswahili. It was also established that
66.2% of Kiswahili teachers were trained however 33.8% of the Kiswahili
teachers had not been trained in teaching the subject. Findings established that
most of the learners do not like learning Kiswahili and teachers had difficulties
in pushing learners to learn. Pupils viewed Kiswahili as a hard subject. The
study recommends that the government should provide qualified teaching
personnel to meet the needs of the learners and those areas of weakness in
Kiswahili curriculum should be identified so that more emphasis is put during
the training of teachers. These are among other many key recommendations in
this study. The study recommends that the training of Kiswahili teachers
should be intensified in the training colleges. The researcher further
recommends that audio-visual aids, resource persons should be used to make
learning more interesting to the pupils. These are among other many
recommendations in this study
Citation
Master of Education in Curriculum StudiesPublisher
University of Nairobi
Collections
- Faculty of Education (FEd) [5964]