https://kerd.ku.ac.ke/handle/123456789/126 2026-08-10T14:21:26Z https://kerd.ku.ac.ke/handle/123456789/1513 Uchanganuzi Linganuzi wa Mielekeo na Umilisi wa Lugha ya Kiswahili wa Wanafunzi katika Mikoa ya Pwani na Nairobi Nchini Kenya Babusa, Hamisi Omar Language attitudes play a very important role in the process of second language learning, teaching and proficiency. Besides that, language attitudes are very central in matters regarding language policy and language learning. This study analysed the attitudes of secondary school students from Nairobi and Coast Provinces towards Kiswahili, their Kiswahili language proficiency levels and the reasons for the attitudes that they showed in the research taking into consideration the two variables of province and gender. The study was necessitated by expectations of the Kiswahili syllabus for teaching students and the uniform teaching methods used to teach students who come from different places in Kenya. The study involved 480 students from 12 secondary schools in Coast and Nairobi provinces in Kenya, 6 schools from each province and 40 students from each school. The study selected three girl schools and three boy schools from each province. Stratified purposive sampling was used to get the respondents. This study used three types of research instruments, Student Attitude likert questionnaire, focus group discussion for getting the reasons of the attitude and A Kiswahili Language test for testing the students levels of Kiswahili language proficiency. Results of the study showed that majority of the students from Coast and Nairobi provinces had positive attitudes towards Kiswahili and that they had satisfactory levels of Kiswahili language proficiency. In addition, students from Coast province had more positive attitudes towards Kiswahili and higher Kiswahili language proficiency levels than their counterparts in Nairobi province. The study also showed that girls had more positive attitudes towards Kiswahili and higher Kiswahili language proficiency levels than boys. In addition, some students who had positive attitudes towards Kiswahili, had low levels of language proficiency while some of the students who showed negative attitudes towards Kiswahili had high levels of language proficiency. It was recommended that there should be changes in the teaching methods of Kiswahili in secondary schools, to include all the four language skills. In addition, the study recommended that the Kiswahili subject be divided into two subjects i.e. Language and Literature instead of one and that the students be motivated with good Kiswahili employment opportunities and while the Kiswahili teachers be motivated with salary increments. Also different teaching methods should be used for students coming from different places instead of the uniform methods used for all students. The study also recommended the formulation of policies to motivate Kenyan publishing companies in publishing many Kiswahili books of leisure. We also recommended the introduction of more Kiswahili Radio stations, publications of more Kiswahili Newspapers and the formation of a Kiswahili TV station. Lastly, there is need for further research especially on the negative correlation between students' attitudes towards Kiswahili and their language proficiency levels and also on the effects of gender on Kiswahili language attitudes and language proficiency. Tasnifu Hii Imetolewaili Kutimiza Baadhi ya Mahitaji ya Shahada ya Uzamifu ya Kitivo cha EIimu, Chuo Kikuu cha Kenyatta, 2010 2010-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1160 Teaching and Learning Resources in Kiswahili in Secondary Schools Mutheu, Wambua A; Indoshi, Francis C; Okwach, Tonny O.; Amukow, Deborah N. Existing studies indicate that teaching and learning resources positively influence performance. However, challenges of resources may diminish effectiveness in teaching and learning leading to poor performance. The study focused on challenges of resources and the strategies for coping with the challenges in teaching of Kiswahili in public secondary schools in Hamisi Sub-county, Vihiga County, Kenya. Study population was 4,106 form four students, 139 Kiswahili teachers, 47 principals and 1 Quality Assurance and Standards Officer. Krejcie and Morgan’s (1970) formula was used to select a sample of 351 form four students and purposive sampling was used to select 42 form four teachers of Kiswahili. Saturated sampling technique was used to select 42 principals and 1 QASO. In this study, questionnaires, interview schedule and observation checklist were used in data collection. Quantitative data was analysed by descriptive statistics involving frequencies, means and percentages and presented on tables. Qualitative data was categorized into themes and reported in verbatim excerpts. The findings revealed challenges of inadequacy of various resources at a mean rating of 2.79. There were strategies for coping with these challenges. The main strategy was government funding highly applied at 3.00. Other strategies lowly applied were; improvisation at 2.20, provision by parents at 2.02 and donations at 1.58. Other strategies that emerged from the study were; live shows of set books by theatre groups, borrowing of resources, use of past examination papers, encouraging sharing of books, acquisition of personal books and use of the internet. Conclusions from the study were; schools have challenges of inadequate resources. Schools have various strategies for coping with the challenges applied at different extents. The study recommends that schools avail adequate resources in teaching and learning Kiswahili. Schools can adopt and strengthen the strategies to cope with the challenges of resources. The study findings may benefit teachers, scholars, curriculum developers, policy makers and other interested parties in understanding the challenges of resources, adopting and strengthening the strategies as well as seeking solutions to the challenges in order to improve the teaching and learning process. A research article in Journal of Pedagogical Sociology and Psychology 2019-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1157 Learning Kiswahili Language by Radio at Distance in Secondary Schools in Nyakach, Nyando District, Kenya Odera, Florence The purpose of this study was to conduct an in-depth investigation to find out the extent to which school radio lessons are used in teaching and learning Kiswahili Language, and to determine if radio lessons help to improve teaching and learning Kiswahili Language. The study was carried out in 30 secondary schools that represented urban, rural, and suburban areas in Nyakach schools in Nyando district. Purposive sampling techniques was used for head teachers because of their few number, while simple random sampling techniques was used to select 120 Kiswahili teachers. Simple random sampling technique was used in order to give equal chances for the respondents in the population to participate in the study. Data was collected by use of questionnaire and semi-structured interviews schedule. The questionnaire was used to collect data from head teachers, while semi-structured interview was used to collect data from Kiswahili teachers. The main findings indicated that teachers valued the use of radio lessons in teaching and learning Kiswahili Language because the helps to improve spoken and written Kiswahili. It provided evidence to confirm previous research findings in developed countries that radio is very effective in teaching and learning languages at distance. A research article in Malaysian Journal of Distance Education 2007-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1097 The Impact of Language Policy on the Development of Kiswahili in Kenya, 1930-1990 Mbaabu, George Ireri Like most African countries, Kenya is linguistically dependent on the language (English) of the former colonizers for education, national, and international communication. However, Kenya has declared Kiswahili, the lingua franca of East and Central Africa, to be its national language. Besides these two languages, Kenya actively promotes twenty of its forty mother tongues at the national level. Some of the smaller mother tongues, which are not used in schools or in broadcasting, are facing extinction. At the same time Kenya is not participating fully in the corpus planning of the national Language. Tanzania is the country developing most of the new terminology for Kiswahili. Kenya uses books, dictionaries and new terms developed by Tanzania. In this study the author analyzes the development of language policy in its impact on the development of Kiswahili from a dependency perspective, that is, how linguistic dependency was established and perpetuated in a country where Kiswahili could be an effective answer to the complex issue of multilingualism. The study also discusses the impact of Kenya's failure to develop Kiswahili, that is, the incipient linguistic dependency on Tanzania, which is actively developing Kiswahili. 2012-01-01T00:00:00Z