ATTENTION:

BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!

INFORMATION:

YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR

YOU CAN CALL: 08068231953, 08137701720

WHATSAPP US ON: 08137701720

EFFECTIVENESS IN TEACHING OF KISWAHILI IN PRIMARY TEACHERS TRAINING COLLEGE

ABSTRACT

Quality education is a major concern in all societies today. Teachers role is to ensure effective teaching and learning takes place. The study looked into effectiveness in teaching and learning of Kiswahili in Primary Teacher Training Colleges. The purpose of the study is to shed light to the educationist on the need of emphasizing on effective teaching and learning of Kiswahili. The study is useful to the educationist in terms of policy making, modification and implementation of curriculum to suit the needs of the modern society. The objectives of the study were: to establish the academic and profession qualification of tutors, assess the adequacy and effectiveness of teaching resources, determine effectiveness of the instructional methods, examine the attitude of the tutors and teacher trainees towards Kiswahili and provide recommendations on enhancing teaching and learning of Kiswahili in Primary teacher training colleges. The study was guided by Sticht Functional Theory, which stresses the importance of making learning relevant to the learners experience and their work context. The study adopted descriptive survey design. The study was conducted in Central Region of Kenya. It focused on the public teacher training colleges (PTTCs) in the region. The target population comprised of 28 Kiswahili teachers in the colleges, 1660 2nd year teacher trainees and four primary teacher colleges in central Kenya. A sample of 10 percent of the teacher trainees and a sample of 50 percent of the teacher trainers were used for the study. A total of 124 respondents were sampled using simple random sampling technique. Instruments that were used for data collection were: questionnaires for tutors and for teacher trainees, an interview guide for heads of Kiswahili subject. The validity and reliability of the instruments was ascertained before actual study was carried out. Validity of the instrument was ascertained by presenting the tools to the experts for advice. Reliability was ascertained by piloting the instrument where the correlation coefficient of 0.82 was established. Data gathered from the field was edited, coded and analyzed through Statistical Package for Social Sciences (SPSS) computer program. The findings were reported by use of bar graphs, pie-charts, percentages and frequency tables. The study findings are that: all teachers included in the sample were adequately academically trained. However, a majority of teachers had not been trained to teach in PTTCS. In addition, majority of teachers had not been in-serviced in teaching of Kiswahili in PTTC. Resources were available but not adequate, and there was unavailability of locally available materials, lack of time and high cost of improvisation. Attitude of teachers was positive but for students, some had negative attitude towards Kiswahili subject. Recommendations made were: all teachers teaching in PTTCs should be selected from those who have been trained to teach in PTTCs; both teachers trained and not trained in PTTCs be regularly in-serviced, that PTTCs initiate income generating activities to supplement and amass enough funds to purchase adequate resources and that teachers use simple Kiswahili terms in order to capture the interests of all students.

CHAPTER ONE

INTRODUCTION

1.1 Introduction

This chapter describes the background of the study in teaching and learning of Kiswahili in teacher training colleges. The chapter explains the development of Kiswahili and the importance accorded to the learning of Kiswahili for national development. The chapter therefore unveils the purpose of carrying out the study on the effectiveness in teaching and learning of Kiswahili in teacher training colleges. The chapter brings out the objectives, purposes and the research questions that guided the study. It also outlines clearly the scope and limitations of the study. Has also provided the theoretical and conceptual frame work within which the study was conducted.

1.2 Background to the Study

Mazrui and Mazrui (1995) notes that term Kiswahili refers to the language widely spoken by the people of Eastern Africa and adjacent island. The term Waswahili refers specifically to people who speak Kiswahili language as a native language. They share amore or less common culture and live along the Eastern coast of Africa. Today the language is spoken in many parts of the world and is taught in many institutions of learning. Thomas and Katembo (2005) notes that Kiswahili currently is not just the regional language of East Africa but it is now spoken in varying degrees in Burundi, Rwanda, Somalia, Zambia, Mozambique, Madagascar, the Arabian countries and also in the western countries like Europe, Canada, USA among others.

According to Mazrui and Mazrui (1995), Kiswahili is a combination of Arabic and African (Bantu) languages that grew as a result of interaction among Arabs and African people at the coast. By the 19^th century Kiswahili had actually spread through out in eastern and central Africa. It was used as a tool of communication by traders, travelers, missionaries and colonial administrators. Shiundu and Omulando (1992) observe that in Eastern Africa the colonial administration was an important factor that influenced the language development in the three countries of Tanzania, Kenya and Uganda. The important use of Kiswahili can be traced back during the German rule in what is now Tanzania where by the official language policy supported Kiswahili as a medium of communication. In post independent era Kiswahili became the official language of Tanzania and a language of instructions in schools. A land mark in the development of Kiswahili as an official language in Tanzania was president Nyerere‟s republic day speech of 10^th December 1962 which he delivered in Kiswahili. Since then Kiswahili was to be used in all spheres of life in Tanzania that is in education, political activities, mass media and economic activities as well as in fostering their culture.

According to Abdulaziz (1982) the colonial administrator and the missionaries played a big role in development of Kiswahili. The colonial administrators in Kenya encouraged the use of simple Kiswahili for use in the master-servant interaction. On the other hand they were afraid of the development of Kiswahili and for divisive purposes they encouraged the ethic languages. The united missionary conference of 1907 discussed questions related to the use of Kiswahili, English and vernacular languages in the education system. The missionaries were in favor of Kiswahili as a medium of instruction in elementary school. In 1927 the colonial governors of Kenya and Tanzania decided to promote Kiswahili as a common language throughout East Africa with the aim of facilitating closer union between the East African territories. In 1929 the directors of education in East Africa and Central Africa dependencies met in Dar es Salaam and recommended the establishment of East African Swahili committee. In 1937 Kiswahili was used as a medium of instruction in all the government schools in the colony. As Mazrui (1995) says, Kiswahili was the language of the rulers before it could gradually develop into the language of the people.

Shiundu and Omulando (1992) notes that in 1943 a memorandum of language in African schools education accepted that the vernaculars should be the language of instruction throughout the whole of elementary stages of education. Therefore there was no clear language policy in education until 1949 when a report in teaching language in African schools was drawn up under the venerable archdeacon L I. Beecher. This report recommended that English should take the place of Kiswahili it also advocated for the progressive replacement of Kiswahili as a medium of instruction in education system.

Crampton (1986) notes that to many of the settlers, keeping Kiswahili from the Africans was a way of retaining cheap labor with the argument that Kiswahili should not be taught to people destined to till the land. Whiteley (1974) notes that Kenya hesitated the use of Kiswahili in schools but since a large population wanted Kiswahili implemented; the government was forced to introduce Kiswahili in African schools.

According to Whiteley (1974), the changes following the end of the 2^nd world war made it clear that the Africans would need more Kiswahili than was provided. First the colonial administration needed more Africans to take clerical and skilled workers‟ jobs which the use of Kiswahili was a pre requisite.

Shiundu and Omulando, (1992) note that in 1950 English was a medium of instruction in the Indian schools around Mombasa. The syllabus for African intermediate schools was then issued by the department of education which stated that apart from religious instruction, English was to be the main subject. Although English took over slowly as the main subject Kiswahili continued to be taught widely. The East African royal commission report 1953 – 1955 recommended the continuation of vernaculars in education. This report stated that Kiswahili was a waste of time therefore English should be taught instead. Shiundu and Omulando(1992) observe that the Education Department

Annual report 1951 of the colony and protectorate of Kenya called for teaching of English from lower classes because it contented that it was pedagogically unsatisfactory to use three languages that is, English, Kiswahili and mother tongue as medium of instruction in primary schools at the same time, these policies started to be implemented in 1959 in what came to be known as New Primary Approach (NPA).

According to Oluoch (1982) the NPA involved using of English as a medium of instruction. It started on an experimental basis in Asian schools where English was used from the day the child joins school and goes on to high stages of learning. Later this approach was extended to cover the African schools. By 1966 NPA was gaining momentum and English had replaced Kiswahili as a medium of instruction in standard one in the republic of Kenya.

Oluoch (1982) notes that the wider the NPA spread the more difficult it become to manage. This was because of poor planning where by at the formulation stages the planners ignored the resource requirement for the implementation. This led to slow death of the NPA giving room to the use of mother tongue as medium of instruction: – but the

NPA methodological aspect was retained.

Events, between 1945-1962 saw the spread use of Kiswahili as a medium of instruction in teacher training colleges and primary schools According to Gorman (1974) the number of Kiswahili medium classes rose from 14 in 1962 to 290 in 1963. The main challenge facing Kiswahili language in education at this time was in providing an adequate supply of trained teachers in all areas to ensure that the learners were exposed to enough Kiswahili for use in other areas.

Ominde Commission (1964) recommended the continued use of English from standard one as a medium of instruction and also English be taught as a subject. The commission also recommended inclusion of Kiswahili in the curriculum as part of the African culture. Kiswahili was recognized as a tool of national integration and as a means of Pan African communication. Kiswahili was therefore made a compulsory subject in all primary schools but was not examinable. This made the teachers and the pupils not to take the subject seriously.

Gachathi Commission (1976) reiterated that Kiswahili should be compulsory and examinable but this was never implemented until the Mackay Report of 1981. Kiswahili then became compulsory and examinable at primary school level and secondary school level. In the primary teacher training colleges Kiswahili continues to be taught and examined. This has boosted the status of the subject up to the present time. While Kiswahili is making all these strides, it‟s being faced with a variety of challenges due to the emergence of language varieties like „sheng‟.

Quality education being a major concern for all societies today, the commission of inquiry into education system of Kenya chaired by Koech (1999) observes that quality education includes enrichment of the process of teaching and learning and the determinants of quality Education are the availability of qualified teachers who are motivated to teach in a conducive learning environment and also availability and proper utilization of resources and also the positive attitude towards what one is teaching.

Shiundu and Omulando (1992) notes that Kiswahili is one of the compulsory and examinable subjects at primary school level, secondary school level and also in primary teacher training colleges, the teachers teaching in these three levels need to be well equipped with enough content on the subject matter and the required skills.

Looking at other importance of why people should learn Kiswahili, the Kenya education commission under professor Ominde (1964) noted that Kiswahili was a vehicle for national coordination and a tool for unifying Kenyans. Use of Kiswahili language by Kenyan people was aimed at giving Kenyans an identity. Kiswahili was therefore to be used as a tool of regaining and transmitting the Kenyan culture.

Ominde Commission (1964), observe that culture gives people a sense of unity and a feeling of belonging. Culture also gives people self confidence. The Africans had lack of confidence in their language because the European‟s had denied the inclusion of the African culture in education, and the Africans instead acquired the European culture through the English language. Ominde (1964) also noted that Kenyans needed to Africanize their education system; this was by ensuring that African languages were taught. Nyerere (1970) reiterated the need for the Africanization of the education system in Tanzania, so as to foster the African culture and overcome alienation of the European culture proposed during the colonial era. Ngugi wa Thiong‟o (2006) in his literary work state that language is the carrier of culture, to starve or kill a language is to starve and kill people‟s memory thus loose a peoples identity. To back up this idea, in 1969 the University of Nairobi established a department of linguistic and African languages in which Kiswahili was central subject of study.

Mazrui (1995) observe that in post-independence Kenya, the spread of Kiswahili has increased. Through increased urbanization and expansion of education Kiswahili is acquiring more speakers. As a national language Kiswahili is used in almost all domains of national life and is popularly regarded as “lugha ya kazi” (the language of work). Kiswahili is the language of interethnic communication in Kenya. It bridges the linguistic gap between communities, making it more popular within the economic markets.

Mazrui and Mazrui (1995) observe that in Eastern Africa, Kiswahili is the language of cross-boarder communication and plays a significant role in fostering socio-economic relationship within the region. The East Africa region being part of the global village means that Kiswahili has to be developed to meet the global challenges a head. In this regard, any country that values the development of its people must incorporate them in all development processes. This can be realized through a language that can be comprehended and competently used by the people who implement the development projects; Kiswahili has this potential in East Africa. Activities such as civic education, HIV/AIDS awareness campaign, human right advocacy and constitution review process have become successful partly because majority of Kenyans use Kiswahili language. Professionals such as engineers, agricultural extension officers, doctors and technicians mostly use Kiswahili to communicate to the public while discharging their duties. There is therefore an urgent need to ensure that the teaching and learning of Kiswahili is given a stronger emphasis.

What really prompted the researcher to carry out this study is that the tutors of primary teacher colleges are posted to colleges from the university or from secondary schools and these teachers were trained to teach Kiswahili in secondary schools and not to teach Kiswahili in teacher training colleges. Toili and Wanjala (1987) notes that most of the tutors in colleges were being recruited direct from the universities and these graduates were trained to teach their subjects of specialization in secondary schools not in teacher training colleges. The methods of teaching in a secondary school differ greatly from what is taught in primary teacher training colleges. Since the tutors themselves were not trained to teach in a training college, it is possible therefore that the tutors concentrate more on the subject content more than in the teaching methods. This results to poor acquisition of the required skills by the trainees. Having noted the importance of Kiswahili as a tool for national development, there is an urgent need to ensure that the teaching and learning of Kiswahili is given stronger emphasis to enable it impact knowledge and skill needed in the changing trends in education and other spheres of life.

1.3 Statement of the Problem

Kiswahili language has been the National language for Kenya since the attainment of political independence in 1963. Recently, with promulgation of the New Constitution in

2010, Kiswahili became both National and Official language in Kenya. Now that Kiswahili language is the official language of communication in Kenya, it is imperative that every Kenyan should read and understand the language. Teacher training is an integral part of quality education in a country. A teacher‟s effectiveness to a certain extent depends on the quality of training undertaken. A county‟s quality education is as good as the quality of the teacher, thus quality training programs in place. (MOEST, 1994). The higher the quality of teacher training, the higher the quality of education.

This however, has not been the case. The quality of teachers produced in PTTC have received criticism from many quarters notably parents and educationist. Available data from teacher training colleges indicates that the ratio of Kiswahili tutors to trainees is very high. Data provided by the college administration in Murang‟a teacher training college indicate a ratio of 5 tutors of Kiswahili to a student population of 700 is proof to this and similar ratios in other colleges can be observed directly. Further there is great concern among the researchers on the resources that are needed in the training of Kiswahili teachers in primary teacher colleges. Mugeni (2005) observes that resources play a vital role in the training process. Other researchers are also concerned with teaching methods used by tutors, which is mostly lecture method. This has created a gap on effective teaching and learning of Kiswahili. This researcher feels that all these factors may affect effectiveness of teaching and learning Kiswahili, and this may cascades to primary schools where trainees teach upon graduation.

It is from this backdrop that this research is mooted. Specifically how effective is the teaching and learning of Kiswahili in primary training colleges in central Kenya.

1.4 Purpose of the Study

This study investigated the effectiveness in teaching and learning of Kiswahili during the training of the pre-service teacher trainees in primary teacher training colleges in central Kenya with view of shedding light to educationist on the need of ensuring that the teaching and learning of Kiswahili is given the emphasis it deserve.

1.5 Specific Objectives

The specific objectives of the study were to:

Determine academic and professional qualification and their influence in effectiveness in teaching and learning of Kiswahili in primary teacher training colleges in central Kenya.
Assess the adequacy and appropriateness of teaching/learning resources for quality training of Kiswahili teachers in primary teacher training colleges in central Kenya.
Examine the attitude of Teacher trainees and tutors towards Kiswahili in primary teacher training colleges in central Kenya.
Determine the effectiveness of instructional/teaching methods used by tutors in effective teaching and learning of Kiswahili, in primary teacher training colleges in central Kenya.
Come up with measures that can be put in place to enhance effectiveness in teaching and learning of Kiswahili in primary teacher colleges in central Kenya.

1.6 Research Questions

What are the academic and professional qualification of tutors and their influence in effectiveness in teaching and learning of Kiswahili in primary teacher training colleges in central Kenya?
How does adequacy and appropriateness of teaching and learning resources influence quality training of Kiswahili tutors, in primary teacher training colleges in central Kenya?
How do the attitudes of tutors and teacher trainees affect the effectiveness in teaching and learning of Kiswahili in primary teacher training colleges in central Kenya?
To what extent do instructional methods affect effectiveness in teaching and learning of Kiswahili in primary teacher training colleges in central Kenya?
What measures can be put in place to improve effectiveness in teaching and learning of Kiswahili in primary teacher training colleges in central Kenya?

1.7 Significance of the Study

The study aimed at collecting information on effectiveness in teaching and learning Kiswahili in primary teacher training college in central Kenya. The findings of this study may be significant to Kiswahili tutors and teachers in general. It may assist them to reevaluate their styles of teaching and improve them. The information may also help the Kiswahili tutors to change positively the attitude of the trainees which may translate to the primary school pupils‟ good performance. It will also assist the tutors and teachers to be innovative in order to make Kiswahili teaching and learning more interesting and

fruitful.

The study may also benefit school administrators to organize and coordinate and monitor all the activities in schools including providing adequate resources for effective implementation of Kiswahili curriculum.

The Kenya Institute of Education would acquire useful information for producing more refined compatible curriculum and resultant syllabus for primary teacher colleges which would be candidate friendly, inclusive and also ensure a uniform teaching practice assessment program.

The study would also activate further research on primary teacher education and its linkages in the changing educational needs of our learners.

1.8 Assumption of the Study

The study assumed that the respondents, who were the Kiswahili tutors and teacher trainees in primary teacher training colleges, would be honest and give accurate information.

1.9 Limitations of the Study

Due to constraints of time and finances the study was not able to look into the effectiveness in teaching and learning of Kiswahili all the primary teacher training colleges in Kenya. Therefore, the findings may not reflect what is done in other colleges.

1.10 Delimitations of the study

The study was conducted in Central region of Kenya. It covered only three public primary teacher training colleges. The study did not explore all the areas in effectiveness in teaching and learning of Kiswahili in Primary teacher training colleges the study only explored the following areas: adequacy of teaching resources in quality training, effectiveness of instructional methods used in teaching and learning of Kiswahili, the attitude of tutors and the trainees and their professional and academic qualification.

1.11 Theoretical Framework

The study was guided by functional context theory by Sticht (1994). The theory states that learning should be made relevant to the experience of learners and their work context. The learning of new information is facilitated by helping the learner to relate to knowledge already possessed to the new knowledge. This is done by using materials and methods that the learner uses after learning. The theory emphasizes the idea of transfer of learning from the classroom to the real world. The principles underlying this theory are;

Instructions should be made as meaningful as possible to the learner in terms of the learner‟s prior knowledge.
Use of materials and equipment that the learner will actually use after training.
Literacy will be improved by improving content knowledge, information processing skills and design of learning materials.

The theory is suitable for the study because, the study was to find out challenges in teaching and learning of Kiswahili in primary teacher training colleges. The trainees are supposed to acquire knowledge on subject matter and skills on how to teach Kiswahili in primary schools. The theory advocates for interaction of three components; (a). Knowledge base i.e. long term memory of what the individual knows (b). Processing skills, including language, problem-solving and learning strategies (c). Information displays, this will include the learning materials used in teaching.

The trainers should therefore use the teaching methods that the learners can use after their training. The theory emphasizes the idea of making instruction as relevant and meaningful as possible and gives room for a familiar context for the learner. The researcher endeavored to find out the challenges in teaching and learning of Kiswahili by following the principles that, subject content should be taught to improve the literacy, instructional materials should be relevant to the work of the trainees and the methods and skills to process the knowledge i.e. teaching methods should be in the context of the real situation of the learners expected work situation.

HOW TO RECEIVE PROJECT MATERICAL(S)

After paying the appropriate amount (#5,000) into our bank Account below, send the following information to

08068231953 or 08168759420

(1) Your project topics

(2) Email Address

(3) Payment Name

(4) Teller Number

We will send your material(s) after we receive bank alert

BANK ACCOUNTS

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 0046579864

Bank: GTBank.