Computer Aided Instruction and Performance In Kiswahili Language Skills among Public Secondary Schools in Nakuru County, Kenya
Loading...
Date
2019-03
Authors
Abobo, Francis
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The Ministry of Education initiated the integration of computer technologies in
teaching of school curriculum in order to enhance quality of education in Kenya. Poor
performance in Kiswahili subject skills has been experienced for a while, among
majority students in sub-county secondary schools in Nakuru County, Kenya. The
integration of CAI in teaching of Languages, helps to transform pedagogical skills in
order to improve learners’ performance. The purpose of this study was to determine
the difference in performance in Kiswahili language skills between students, taught
Kiswahili subject using CAI and those students taught the same content using TTMs.
Four objectives guided this study, namely; to determine the difference in performance
in Kiswahili in a) grammar, b) reading comprehension, c) writing skills between
students taught Kiswahili language skills integrating CAI and those students instructed
the same content using TTMs and d) develop a theory explaining the use of CAI on
performance in Kiswahili language skills. This study was guided by Constructivist
Learning Theory and employed a causal-comparative design. This study was
conducted in public sub-county secondary schools in Nakuru County, with a target
population of 13290 subjects, comprising Kiswahili teachers, form two students, and
principals. A sample of 839 participants comprising 750 students, 59 teachers and 30
principals was drawn using stratified, purposive and simple random sampling
methods. Questionnaires, semi-structured interview schedules and documentary
analysis guide were used to collect data from principals, teachers, and students.
Piloting was done on questionnaires and interviews in secondary schools from a
different county. Piloting helped to determine the validity and reliability of the
instruments. This was done two weeks before the commencement of the actual study.
The study confirmed the instruments valid and reliable. Reliability from
questionnaires was each computed separately using Cronbach’s Alpha Formula.
Teachers’ coefficient yielded a correlation coefficient of 0.73; while students’ yielded
a coefficient of 0.76 that were all considered reliable for the study to be conducted.
Descriptive statistics were used to analyze quantitative data from objectives; while the
hypotheses were tested at 95% confidence interval using t-test in order to determine
the difference in performance in Kiswahili language skills between students taught
Kiswahili using CAI and those students taught the same using TTMs. Quantitative
data were presented and interpreted in frequency table distributions, bar graphs, and
pie-charts; while qualitative data was summarized into differences and analyzed in
text. The findings showed that CAI improves performance in grammar by higher mean
of 21.79 than lower mean of 16.94 scored by TTMs. Additionally, CAI improves
performance in reading comprehension by higher mean of 21.08 than lower mean of
10.79 scored by TTM students. Also, CAI enhances performance in writing by higher
mean of 22.95 than lower mean of 13.07 scored by TTM students. All the hypotheses
were rejected at 95% confidence interval (p=0.000<0.05) indicating that the students’
mean performance in grammar, reading comprehension and writing taught using CAI
and TTMs are significantly different. The differences were in favor of those students
taught grammar, reading comprehension and writing using CAI than those taught
using TTMs. Based on these findings, the study concluded that those students taught
Kiswahili using CAI performed better in grammar, reading comprehension and
writing than those students taught Kiswahili using TTMs. It was recommended; that
the MOE should review the Policy on integration of CAI in teaching of Kiswahili
subject with regard to making it mandatory for all secondary schools and updating
CAI. These results could be useful in increasing teachers’ CAI integration for
Kiswahili subject instruction purposes in order to enhance students’ performance,
thereby improving quality of education.
Description
A Thesis Submitted In Partial Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy of Education (Curriculum Studies) of Kenyatta University. March, 2019