An assessment of the conditions requisite for learning Kiswahili language by learners with hearing impairment in Mumias Primary School for the Deaf in Kakamega County, Kenya.
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Date
2014-10
Authors
Namalwa, Makokha C.
Awori, Beatrice B.
Masinde, E.
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Abstract
In Kenya, Kiswahili is important, not only as a national and official language in Kenya, but as a compulsory subject
in primary and secondary school curricula. There has been an outcry by various stakeholders that learners perform poorly in
Kiswahili in both local and national examinations. The focus of this paper is to assess the availability of the conditions
requisite for excellence and educational resources used in teaching and learning Kiswahili among the hearing impaired
learners. The study was carried out at the Mumias School for the Deaf in Kakamega County, Kenya. The school was
purposively selected because all the pupils in the school had hearing impairment. A sample size of six teachers and thirty-two
pupils was involved in the study. The study was guided by the behaviourist theory of language acquisition which emphasizes
language learning through Stimulus-Response-Reward (S-R-R) chains. It employed qualitative approach as a major research
methodology and was carried out in the form of a case study. Quantitative analysis was used to compare KCPE results
between Kiswahili and other subjects in the school. The instruments used for data collection were: non-participant
observation guide, three interview guides for the head teacher, Kiswahili teachers and learners with HI, document analysis
and data sheets. Raw data collected was categorized into themes and data presentation was done using frequency
distribution tables, pie charts, histograms line graph and descriptive passages. Interpretation of the study findings was done
in the light of the tenets of the study guiding theory of Stimulus-Response-Rewards (S-R-R). The study found that
performance in Kiswahili was poor due to several reasons, among them being the conditions at the school were not
conducive to effective learning of Kiswahili. It was recommended that teachers should revert to the horse-shoe seating
arrangement as this would inevitably shift the passive class atmosphere to one that is more interactive and cordial, allowing
peer-peer learning to take place. Moreover, classrooms should be flooded with play things especially in lower classes to
facilitate more Kiswahili language experiences. A change in policy that would provide KSL training for examination officials in
order to improve examination standards and that teachers train learners with HI on how to tackle examination questions.
Description
Research Article
Keywords
Conditions, Learning Kiswahili language, Learners, Hearing impairment, Mumias Primary School, Deaf, Kakamega County, Kenya
Citation
International Journal of Innovation and Scientific Research, Vol. 11 No.1,pg. 8-18