EFFECTIVENESS OF TEACHING METHODS ON STUDENTS’ ACADEMIC PERFORMANCE IN KISWAHILI SUBJECT IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN LANG’ATA SUB-COUNTY, NAIROBI - KENYA

Abstract

A student‟s performance is measured after a specified period of teaching and learning in the classroom under the guidance of a teacher who decides the teaching methodology to employ in the teaching and learning process. This is measured through grades and marks arrived at using standardized assessments. Teaching methods are broadly categorized into two. One is the teacher-centered approach that has the teacher as the sole dispenser of knowledge while the other one is learner-centered approach, which is done in an interactive manner, and the teacher is a co-learner. The existence of these two broad categories of teaching-learning methods simplifies differential academic performance by the students. The purpose of this study was to assess the effectiveness of teaching methods on academic achievement of students in Kiswahili subject in public and private secondary schools in Lang‟ata Sub-County, Nairobi Kenya. The study was guided by five research questions namely: what teaching methods are used, what influences choice of a teaching method, how do teaching methods influence students‟ academic performance, what challenges are faced in the choice of teaching methodologies and what strategies can be used to enhance Kiswahili teaching methods in secondary schools in Lang‟ata sub-county. The study was anchored on Experiential Learning Theory, which advocates for learning through experience. The study used convergent parallel mixed methods approach that promotes use of both stratified probability and purposive non-probability sampling technique in selecting study participants. Data was collected using questionnaires for students and Kiswahili teachers, and interview guide for principals. Inferential statistics were used to analyze data where quantitative data were analyzed using descriptive statistics in SPSS V20 and summarized data presented in tables, bar graphs and pie charts while qualitative data were analyzed thematically and presented in narrative form and direct quotations. Findings revealed that Kiswahili teachers employed a blend of lecture, question and answer, guided learning and group discussions to teach their learners. These methods had both a positive and negative influence on students‟ academic performance but they could not entirely be responsible for students‟ academic performance in Kiswahili subject. Huge work load, inadequate number of teachers, lack of management support and laxity among teachers are some of the challenges that teachers faced in choosing a teaching method but the teachers can help improve their students‟ academic performance by incorporating multimodal methods of teaching, grouping students according to their capabilities and exposing learners to as many questions as possible. On recommendations, KICD should organize regular in service training for Kiswahili teachers to guide them on contemporary issues, new set books and dynamics of teaching Kiswahili. KICD should also revise Kiswahili syllabus to remove. Teachers Service Commission should also employ and deploy many Kiswahili teachers to cater for the 100% transition. The study also recommends that Ministry of Education, parents and school administration to ensure that there are adequate teaching and learning resources in schools.