Influence of School-based Resources on Implementation of Kiswahili Curriculum Among Pupils in Refugee Primary Schools in Kenya: a Case of Kakuma Camp

Abstract

The purpose of this study was to establish influence of school based resources on implementation of Kiswahili curriculum among pupils in refugee primary schools in Kakuma Camp. The study examine extent to which availability of teaching and learning resources; teacher learner ratio; teachers’ professional qualifications; and attitude of learners’ influence implementation of Kiswahili curriculum in refugee primary schools in Kakuma Camp. The study was guided by input-output theory. The study adopted descriptive survey design and targeted 26 primary schools, 26 Head teachers, 4,940 class 8 pupilsand104teachers in Kakuma Refugee primary schools. The sample size constituted 5 primary school, 5 head teachers, 20 teachers, 299 boys and 195 girls. Questionnaires were administered to teachers and students while interview guides were used for interviewing head teachers. Instrument validity was assured through seeking expert opinion of university supervisors. Instrument reliability was determined through test-retest method. The SPSS software (version23) was used to conduct regression analysis and to generate descriptive statistics. Thematic analysis was used for analysis of qualitative data. Results of coefficient of correlation established that Teaching & Learning Resources have a positive and significant effect on implementation of Kiswahili curriculum (β1=0.433; p=0.001). Teacher Learner Ratio has a positive and significant effect on implementation of Kiswahili curriculum (β2=0.520; p=0.000). Teachers’ Professional Qualifications have a positive and significant effect on implementation of Kiswahili curriculum (β3=0.667; p=0.001); and Attitude of learners has a positive and significant effect on implementation of Kiswahili curriculum (β4=0.375; p=0.000). This study found out that there has been ineffective implementation of Kiswahili curriculum as evidenced by poor performance of leaners in Kiswahili and inability to acquire Kiswahili literacy skills. This was be attributed inadequate teaching and learning resources such as Kiswahili textbooks, revision materials, Kiswahili story books and Kiswahili radio programmes as well as newspaper for learning. Implementation of Kiswahili was adversely affected by inadequate Kiswahili teachers in comparison to the high number of Kiswahili learners and the high weekly workloads; shortage of professionally qualified teachers and pre-service training in Kiswahili; lack of proficiency and mastery of Kiswahili among Kiswahili teachers with form four level of education; and refugee pupils’ negative perception towards Kiswahili. This study concludes that there has been ineffective implementation of Kiswahili curriculum in primary schools in Kakuma due to insufficiency of teaching and learning resources; inadequate Kiswahili teachers with preservice training in Kiswahili; and refugee pupils’ negative perception towards Kiswahili. Therefore, this study recommends: inclusion of refugee primary schools among public schools that receive textbooks distributed to primary schools by the ministry; school administration engage the Turkana County Education Office and other humanitarian organization to support the schools with funds to purchase teaching and learning resources; introduce Kiswahili remedial classes and finance in-service training of Kiswahili teachers; Concerned organization to deploy more professionally trained teachers to the schools; and Kiswahili teachers use creative approaches that make Kiswahili content more appealing to learners to learners.