A survey of the practices followed in teaching reading in Kiswahili in lower primary classes of Maseno Division, Kisumu District
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Date
1987
Authors
Opijah, Allan Lennox
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The intention of this study was to
investigate the practices that teachers follow
in teaching reading in Kiswahili in the lower
primary classes of Maseno Division of Kisumu
District.
It has been claimed that the teaching of
reading (and writing) has deteriorated in our
schools and colleges (Ambula, 1986).
The survey involved an attempt to determine
whether teachers of reading in Kiswahili have the
necessary qualifications and experience; and,
whether they. prepare schemes of work and lesson
plans. It also involved an identification and
description of the methods they follow in
teaching reading in Kiswahili; the instructional
materials they use and the factors that influence
their c?oice; the methods they employ in
evaluating their pupils in reading in Kiswahili;
and the problems they encounter in the
instruction of reading in Kiswahili.
(xii)
Data was collected by way of questionnaire
which each selected subject responded to.
Thirty(30) teachers from ten(10) schools' (three
from each school) were selected out of a total
of one hundred and sixty three (163) primary schools
in Maseno Division. Four(4) teachers were
observed in actual classroom teaching situations.
The thirty(30) sample teachers revealed that
teachers are aware of, and employ the various
methods of teaching reading. They however, do not
provide fundamental basic prerequisite activities
that would prepare and aid pupils for reading in
Kiswahili. It was further revealed that both in
terms of quantity and variety, instructional
materials that are essential in effective instruction
in reading in Kiswahili are inadequate in lower
primary classes. The findings also revealed that
teachers do not seem to be aware of and hardly
make ~se of the various techniques of evaluating
reading in Kiswahili. The most prominent methods
used to evaluate reading skills are by use of tests
and examinations. It was also revealed by the
survey that teachers of reading in Kiswahili have
to grapple with such problems as lack of textbooks,
lack of pupils motivation and interest, mother
tongue interference/resistance, pupils' lack of
readiness to learn Kiswahili, inadequate
instructional materials, poor physical facilities
and lack of training on the part of teachers to
teach reading in Kiswahili.
Description
A thesis submitted in partial fulfilment of the requirement for the award of Master of Education Degree (P.T.E.) of Kenyatta University. 1987, LB 1050 .O6