Text Media and Learning Achievements in Kiswahili Reading Comprehension In Secondary Schools In Nakuru County, Kenya
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Date
2019-04
Authors
Abobo, Francis
Orodho, A. J
Rugar, T.
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal in IT & Engineering (IJITE)
Abstract
The Ministry of Education initiated the integration of computer aided learning in teaching of school
curriculum in order to enhance quality of education in Kenya. Poor performance in Kiswahili reading
comprehension 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 enhance students‟ learning achievements.The main objective
of the Paper was to determine the difference in performance in Kiswahili reading comprehension
between students taught Kiswahili reading comprehension using text media and those students taught
the same content using TTMs; and the hypothesis that: HO2. There is no significant difference on
performance in Kiswahili reading comprehension between students taught Kiswahili reading
comprehension using text media and those students taught similar content using TTMs. This Paper
employed a causal-comparative design. A sample of 750 participants was drawn from a target
population of 12900 subjects. Stratified, simple random sampling methods and purposive sampling
techniques were used to select the study sample. Questionnaires for students and form two Kiswahili
documentary guide analysis was used to collect quantitative data. Piloting was done in three
secondary schools to determine the validity and reliability of the research items in two weeks before
the commencement of the actual study, whereby the study confirmed that the instruments were valid
and reliable; the students‟ reliability was computed using Cronbach‟s Alpha Formula internal
consistency and students‟ alpha coefficient yielded an alpha of 0.79 which were considered adequate
for the study. Percentages, mean and standard deviations were used to analyze quantitative data.
Quantitative data was presented and interpreted in frequency table distributions. While the hypothesis
was tested at 95% confidence interval using t-test in order to determine mean difference in learning
achievements in Kiswahili reading comprehension between students taught reading comprehension
using text media and those students taught similar content using TTMs. The findings of the Paper
showed that majority of thestudents agreed that text media enhance students‟ Kiswahili reading
comprehension than TTMs. The results also showed that text media improve learning achievements
by higher mean of 21.08 than a lower mean of 10.79 scored by TTMs. The hypothesis was rejected at
95% confidence interval level (p=0.00<0.05) indicating that students‟ mean performance in Kiswahili
reading comprehension using text media and TTMs is significantly different. The difference was in
favour of those students reading comprehension using text media than those students taught similar
content using TTMs. The Paper concluded that text media strategies are superior to traditional
teaching methods in teaching of Kiswahili reading comprehension. Furthermore, the Paper also
concluded that students taught Kiswahili reading comprehension using text media performed better in
Kiswahili reading comprehension than those students taught similar content using traditional teaching
methods. The Paper recommended that the Ministry of Education should make integration of CAI
mandatory for all secondary schools in teaching of Kiswahili writing essays, because it is perceived
that Computer technologies improve performance scores in Kiswahili writing essays.The Paper recommended that the The Ministry of Education should make integration of CAI mandatory for all
secondary schools in teaching of Kiswahili reading comprehension, because it is perceived that text
mediaenhancelearning achievements in Kiswahili reading comprehension.
Description
Article
Keywords
Text Media, Learning, Kenya., Learning Achievements in Kiswahili Reading Comprehension and secondary schools in Nakuru County
Citation
Francis, A. (2019). Text Media and Learning Achievements in Kiswahili Reading Comprehension in Secondary Schools in Nakuru County, Kenya. Journal Homepage: http://ijmr. net. in, 7(4).