Challenges facing teachers and students in the process of teaching and learning kiswahili in public secondary schools in Kiambu District in Kiambu County, Kenya

Abstract

Kiswahili is one of the core subjects that are taught in the secondary schools curriculum in Kenya. It is also the national language in the Republic of Kenya. It is widely used both in Kenya and in the East Africa countries. Nevertheless, this subject has been experiencing some challenges in schools. The study focused on challenges facing Kiswahili in secondary schools. The purpose of the study was to investigate challenges that Kiswahili teachers and learners face and suggest possible solutions in an effort to enhance effective teaching and learning, which would culminate into good performance. The objectives of the study were: to determine the challenges teachers face when using different methods of teaching and learning of Kiswahili, to investigate the attitude of teachers and learners towards Kiswahili and to establish the extent to which principals are aware of challenges facing teaching and learning of Kiswahili. The study used simple descriptive design and employed both qualitative and quantitative approaches. The target population comprised all form four students in the sampled Kiambu District secondary schools. Stratified random and simple random sampling were used to select a sample of student in eleven secondary schools which were used in the study. The researcher used interview and questionnaire to collect data of the study. To ascertain the validity and reliability of the research instruments the researcher used two secondary schools in Kiambu District as a pilot group. The researcher followed all data collection procedures, to avoid any delay. The researcher used SPSS technique in analyzing data of the study. From the study it was revealed that the teaching and learning of Kiswahili was facing some challenges in Kiambu District. Some of these challenges includes lack of textbooks, lack of teaching and learning resources, poor attitude of students, influence of sheng and vernacular and lastly overloading Kiswahili teachers with many lessons. The study concluded that schools should have well stocked library and resource centres, enough Kiswahili teachers and lastly in servicing of Kiswahili teachers to keep them interdem with the changing trends of education. The study recommended that schools in service Kiswahili teachers to update them with the current trends in Kiswahili. Kiswahili teachers should vary their teaching methods when teaching so as to make their class lively and appealing. The Teacher service commission should employ more Kiswahili teachers to ease the present shortages. The Schools should establish well stocked library and resource centres to cater for shortages of Kiswahili books and other learning resources. Lastly Kiswahili teacher should inculcate interest to the student lobbying for the subject as well as having Kiswahili clubs in schools.