TEACHERS’ INSTRUCTIONAL ROLES AND THEIR INFLUENCE ON THE INSTRUCTIONAL PROCESS IN KISWAHILI COMPOSITION IN SECONDARY SCHOOLS IN KENYA

Abstract

Kiswahili is one of the compulsory subjects in the 8-4-4 curriculum at both primary and secondary schools in Kenya. At secondary school level, it comprises of three papers: Composition writing, Language use and Literature. The main purpose of this study was to investigate teacher roles and their influence in the teaching of Kiswahili composition. The research adopted an interpretivist research paradigm, mixed method approach descriptive design. The research objectives were: to find out the status of teacher planning in Kiswahili composition instruction; to establish methods used by teachers in Kiswahili composition instruction; to find out the kind of writing activities provided by teachers for Kiswahili composition instruction; to find out the frequency and type of feedback in Kiswahili composition instruction; to establish assessment practices used in Kiswahili Composition. The study was guided by Vygotsky’s theory (1978) whose two principles – More Knowledgeable Other and Zone of Proximal Development relates to the difference between what a child can achieve alone and with guidance and encouragement from a skilled partner. The study was a descriptive survey since it was set to discover and interpret existing conditions focusing on 15 secondary schools sampled from 45 schools with a total approximately 2000 students. The sampling methods used included stratified, purposive and simple random sampling methods. Questionnaires were administered to 150 students while 15 lessons were observed. An interview schedule was used to collect verbal information from teachers. Document analysis of schemes of work and learners’ marked compositions was also done. Analyzed data was presented using frequency tables, percentages, graphs and charts. The research found out that preparation for Kiswahili composition lessons was wanting, majority of the teachers used explanation, description, narrations and dictation methods of teaching. Majority of the teachers did not mark Kiswahili compositions while assessment practices were inadequate. The study recommended that teachers of Kiswahili be encouraged to prepare lesson plans and notes; they should use process approach in teaching; more practice should be given to students; teachers should give frequent feedback to students and they should assess learning frequently. It is hoped that these findings will guide Kiswahili language educators, teacher trainers, curriculum designers and the Kenya National Examinations Council, in re-examining their views on composition writing skills. Suggestions and recommendations in this study will be potentially significant for teachers of Kiswahili in that they may indicate changes of teaching behavior that would lead to more desirable classroom outcomes.