Matumizi ya Mbinu ya Maigizo katika Ufundishaji wa Wahusika katika Riwaya ya Kiswahili katika Shule za Upili, Kaunti ya Nairobi, Kenya
Kikechi, Kombo Batholomew
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study aimed at investigating the use of drama in teaching characters in Kiswahili novels in public secondary schools in Nairobi County, Kenya. This study had the following objectives: to Investigate the methods used to teach characters in a Kiswahili novel;to investigate the extent which dramatization approach is being used to teach characters in Kiswahili novel;to establish the effect of dramatization on students’ understanding in teaching characters in Kiswahili novel; to establish a) teachers b) learners perception on the use of dramatization in teaching characters in Kiswahili novel and to explore the challenges if any,facing the use of dramatization in teaching of characters in Kiswahili novel in public secondary schools in Nairobi County, Kenya. This study was guided by constructivism theory developed by Piaget. Quasi experimental design was employed for the purpose of this study. This study targeted a total of one hundred and one (101) secondary schools in Nairobi County which consist of two hundred and two (202) Kiswahili teachers and three thousand four hundred and fifty (3,450) form three students. This data was obtained at the head quarter of Nairobi county educaton office. Stratified sampling was used to select four (4) public schools: National, Extra County, County and Sub county public schools. Purposive sampling was used to select 2 teachers teaching Kiswahili from each of the four (4) sampled schools while simple random sampling was used to select two groups of thirty (30) form three students from each school translating to a total of 248 respondents (240 students and 8 teachers). Data was collected using standardized tests for students, interview, and questionnaire and observation schedule. The pilot study was carried out in one public school in Nairobi County which were not included in the final study. Piloting was done to enhance reliability and validity of the research tools. Questionnaires, document analysis (test-scores), interview schedules and observation schedules were used to collect data. Data collected was analyzed using Statistical Package for Social Sciences (SPSS version 21.0). Both quantitative and qualitative methods were used. Data collected was analyzed using descriptive statistics such as frequency and percentages. T-test was used to test for significance and mean difference between control and experimental groups at a significance level of 5 % (p≤.05), level Confidence Interval of (95%). The analyzed data was presented using tables, pie charts and graphs. Findings revealed that reading aloud was the most preferred by many Kiswahili teachers in secondary schools in Nairobi County. Majority of students agreed that the use of lecture method was common in teaching characters in Kiswahili novel. Drama was rarely used in teaching characters in Kiswahili novels despite its significance in creating interest among students. Most teachers reported that majority of students enjoyed learning when drama was used in teaching and learning of characters. Experimental group performed better than the control group after examining the second test. This study concluded that there was a statistically significant differences between the experimental group and the control group in the post-test of the understanding scale of characters in Kiswahili novels in favour of experimental group. The research recommends that; teachers should be encouraged to use dramatization method in teaching characters in Kiswahili novels. The Ministry of Education needs to revise the Kiswahili curriculum by increasing number of lessons for Kiswahili Literature to provide time for the use of drama in teaching characterization in Kiswahili novels.