A survey of the practices followed in teaching reading in Kiswahili in lower primary classes of Maseno Division, Kisumu District
Opijah, Allan Lennox
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The intention of this study was to investigate the practices that teachers follow in teaching reading in Kiswahili in the lower primary classes of Maseno Division of Kisumu District. It has been claimed that the teaching of reading (and writing) has deteriorated in our schools and colleges (Ambula, 1986). The survey involved an attempt to determine whether teachers of reading in Kiswahili have the necessary qualifications and experience; and, whether they. prepare schemes of work and lesson plans. It also involved an identification and description of the methods they follow in teaching reading in Kiswahili; the instructional materials they use and the factors that influence their c?oice; the methods they employ in evaluating their pupils in reading in Kiswahili; and the problems they encounter in the instruction of reading in Kiswahili. (xii) Data was collected by way of questionnaire which each selected subject responded to. Thirty(30) teachers from ten(10) schools' (three from each school) were selected out of a total of one hundred and sixty three (163) primary schools in Maseno Division. Four(4) teachers were observed in actual classroom teaching situations. The thirty(30) sample teachers revealed that teachers are aware of, and employ the various methods of teaching reading. They however, do not provide fundamental basic prerequisite activities that would prepare and aid pupils for reading in Kiswahili. It was further revealed that both in terms of quantity and variety, instructional materials that are essential in effective instruction in reading in Kiswahili are inadequate in lower primary classes. The findings also revealed that teachers do not seem to be aware of and hardly make ~se of the various techniques of evaluating reading in Kiswahili. The most prominent methods used to evaluate reading skills are by use of tests and examinations. It was also revealed by the survey that teachers of reading in Kiswahili have to grapple with such problems as lack of textbooks, lack of pupils motivation and interest, mother tongue interference/resistance, pupils' lack of readiness to learn Kiswahili, inadequate instructional materials, poor physical facilities and lack of training on the part of teachers to teach reading in Kiswahili.