Use of Participatory Approach in the Teaching of Listening Skills in Kiswahili Language in Primary Schools in Wote Zone, Makueni County, Kenya
Maingi, Beatrice Mutio
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This research was done to investigate the use of participatory approach in the teaching and learning of listening skills in Kiswahili language among pupils in primary schools. The study explored the elements of the participatory approach, the rationale behind its advocacy to the teaching and learning of the Kiswahili language and the perceived outcomes. The objectives of the study were as follows :(i) To establish the approaches used by the teachers of Kiswahili in the teaching of the listening skills, (ii) to investigate the extent to which participatory approach is used in the teaching and learning of listening skills in Kiswahili Language,(iii) to establish the teachers’ perception in using the participatory approach in the teaching and learning of the listening skills in Kiswahili and (iv) to establish the challenges the teachers of Kiswahili face while teaching Kiswahili using participatory approach. This research used system theory as its conceptual framework. For theoretical framework, it adopted Paulo Freire’s participatory approach theory. The researcher used quasi-experimental survey design in the carrying out of this research. The study targeted 40 schools found in Wote zone, Makueni County. The target population of class six pupils in those schools was 2000 while that of teacher teaching class six was 60. Out of the target population of 60 teachers 20 were purposively sampled for the research. 220 learners in the selected class were used in carrying out this research. Random sampling technique was applied in the selection of learners in those schools. The researcher used the following research instruments; questionnaires for teachers and learners, pre-test and a post test. To analyze the data collected, both quantitative and qualitative techniques were used. For qualitative data, which was generated from questionnaires and tests, thematic analysis, coding and categorization was done. The data was then presented in tables and figures. The research revealed that the listening skills were not adequately taught to learners in primary schools in Kenya. 20% of the teachers were not adequately prepared to tackle their Kiswahili lessons. Another 20% did not take the teaching of the listening skills seriously. Emphasis was given to reading and writing skills. Poor choice of teaching and learning approaches was also noted in the teaching of the Kiswahili listening skills. The learning resources were also inadequate in those classes. This study recommends that, for proper teaching of the listening skill, participatory approach needs to be embraced and used in our primary schools.