This study investigated the effect of causal factors namely, availability of instructional resources, class size, school language policy and language of the catchment area on the teaching of Kiswahili at primary school since this is the formative stage of learning. The study was based on the sociocultural theory (SCT). The study was descriptive in nature. The sample comprised of teachers of Kiswahili from selected primary schools.
Kiswahili is one of the official national language in Kenya together with English. In primary school, it is one of the compulsory subjects that is nationally examined. There have been complaints about the poor performance of Kiswahili both at primary school level.
The study recommends that schools should come up with clear and working language policies in order to promote the use of Kiswahili language. For example, all the teachers, workers and pupils should use Kiswahili when addressing each other, especially during assemblies and barazas. The findings of the study shall provide insight in understanding the role of school environment to the learning of Kiswahili at primary school level.
Inhaltsverzeichnis (Table of Contents)
- Chapter One: Introduction
- 1.0 Overview
- 1.1 Background of the study
- 1.2 Statement of the Problem
- 1.3 Purpose of the Study
- 1.4 Objectives of the study
- 1.5 Research Questions
- 1.6 Justification of the Study
- 1.7 Significance of the Study
- 1.8 Scope and Limitation of the Study
- 1.8.1 Scope of the Study
- 1.8.2 The Limitation of the Study
- 1.9 Assumptions of the Study
- 1.10 Theoretical Framework
- 1.11 Definition of Operational Terms
- Chapter Two: Literature Review
- 2.1 Introduction
- 2.2 Use of Instructional Resources
- 2.3 The Class Size
- 2.4 The Language Policy
- 2.5 Language of the Catchment Area
- Chapter Three: Research Methodology
- 3.1 Introduction
- 3.2 Research Design
- 3.3 Location of the Study
- 3.4 Target Population
- 3.5 Sample and Sampling Procedure
- 3.6 Research Instruments
- 3.6.1 Questionnaire
- 3.6.2 Observation
- 3.6.3 Document Analysis
- 3.7 Reliability and Validity of Research Instruments
- 3.7.1 Validity
- 3.7.2 Reliability
- 3.7.3 Pilot Study
- 3.8 Data Collection Procedures
- 3.9 Ethical Considerations
- 3.10 Data Analysis
- Chapter Four: Data Analysis, Presentation and Interpretation
- 4.1 Introduction
- 4.2 General Information of Respondents
- 4.2.1 Age of the Respondents
- 4.2.2 Gender of the Respondents
- 4.2.3 Level of Education of Respondents
- 4.2.4 Experience in Teaching Kiswahili
- 4.2.5 Type of school
- 4.2.6 Number of Years in Current Station
- 4.2.7 Teachers' Responsibility
- 4.3 Availability of Instructional Resources
- 4.4 Utilization of Instructional Resources
- 4.5 Utilization of School Library
- 4.6 Use of Kiswahili in Debate
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aims to investigate the role of the school environment in Kiswahili language learning in primary schools within Kapseret Sub County, Uasin Gishu County, Kenya. The research seeks to understand how various environmental factors influence student learning outcomes in Kiswahili.
- Impact of instructional resources on Kiswahili language acquisition.
- Influence of class size and teacher-student ratio on effective Kiswahili teaching.
- Effect of language policy and the language used in the surrounding community on Kiswahili learning.
- Analysis of the relationship between available resources (like libraries) and Kiswahili proficiency.
- Examination of the role of extra-curricular activities, like debates, in improving Kiswahili skills.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter One: Introduction: This chapter sets the stage for the entire study. It provides background information on Kiswahili language learning in Kenya, specifically highlighting the challenges and opportunities within the context of primary education in Kapseret Sub County. The chapter clearly states the research problem, focusing on the need to understand the influence of the school environment on Kiswahili learning outcomes. It details the study's objectives, research questions, and the justification for the chosen research approach. The scope and limitations of the study are also defined, ensuring transparency and clarity about the research's boundaries. The theoretical framework grounding the research is introduced, providing a conceptual lens through which the data will be analyzed and interpreted.
Chapter Two: Literature Review: This chapter presents a comprehensive review of existing literature relevant to the study. It examines prior research on factors impacting Kiswahili language acquisition in primary school settings. The review analyzes studies on the role of instructional resources, class size, language policy, and the influence of the language used in the local community. This chapter establishes a foundation for understanding the existing knowledge base and identifies gaps in research that the current study aims to address. It contextualizes the research questions within the broader field of language education and highlights the importance of investigating the school environment's influence on student learning.
Chapter Three: Research Methodology: This chapter details the research design and methods employed in the study. It describes the location of the study, the target population, the sampling techniques used to select participants, and the research instruments utilized for data collection (questionnaires, observations, document analysis). The chapter outlines the procedures for ensuring the reliability and validity of the research instruments, such as pilot testing. Furthermore, it explains the data collection procedures and the ethical considerations taken to protect the rights and privacy of participants. The chapter concludes by explaining the methods used for data analysis.
Chapter Four: Data Analysis, Presentation and Interpretation: This chapter presents the findings of the research. It begins by providing descriptive statistics about the respondents, such as their age, gender, experience, and the type of school they work in. The data on the availability and utilization of instructional resources is presented and analyzed, examining how these resources impact Kiswahili language learning. Analysis of the data pertaining to class size, school library usage, and the role of Kiswahili in extra-curricular activities like debate will also be included, interpreted in the context of the research questions, and linked back to the literature review.
Schlüsselwörter (Keywords)
Kiswahili language learning, primary education, school environment, instructional resources, class size, language policy, Kenya, Kapseret Sub County, Uasin Gishu County, qualitative research, quantitative research, mixed methods.
Frequently Asked Questions: Comprehensive Language Preview
What is the overall subject of this study?
This study investigates the role of the school environment in Kiswahili language learning in primary schools within Kapseret Sub County, Uasin Gishu County, Kenya. It examines how various environmental factors influence student learning outcomes in Kiswahili.
What are the key themes explored in this research?
The research explores the impact of instructional resources, class size and teacher-student ratio, language policy, the influence of the surrounding community's language, the availability of resources like libraries, and the role of extra-curricular activities (like debates) on Kiswahili language acquisition and proficiency.
What is included in the Table of Contents?
The table of contents covers a standard research paper structure: An introduction chapter detailing the background, problem statement, objectives, research questions, and methodology; a literature review chapter summarizing existing research; a methodology chapter outlining the research design and methods; and a data analysis chapter presenting and interpreting the findings. Each chapter is further broken down into specific sections.
What are the objectives of the study?
The study aims to understand how various environmental factors within the school influence Kiswahili language learning outcomes. Specific objectives focus on the impact of instructional resources, class size, language policy, community language influence, library resources, and extracurricular activities on Kiswahili proficiency.
What research methods were used?
The research methodology chapter details the specific research design (not specified in the preview but implied to be either qualitative, quantitative, or mixed methods), the location of the study, the target population, sampling procedures, research instruments (questionnaires, observations, document analysis), reliability and validity measures, data collection procedures, ethical considerations, and data analysis techniques.
What data was collected and analyzed?
Data was collected using questionnaires, observations, and document analysis. The data analysis chapter presents descriptive statistics on respondent demographics (age, gender, experience, school type) and analyzes data on the availability and utilization of instructional resources, class size, library usage, and the role of Kiswahili in debates.
What are the key findings (as summarized)?
The chapter summaries provide a high-level overview of the findings. The data analysis chapter will present detailed findings on the impact of various school environmental factors on Kiswahili language learning outcomes, relating those findings back to the research questions and existing literature. The specific results are not presented in this preview.
What are the keywords associated with this research?
The keywords include: Kiswahili language learning, primary education, school environment, instructional resources, class size, language policy, Kenya, Kapseret Sub County, Uasin Gishu County, qualitative research, quantitative research, mixed methods.
What is the scope and limitations of the study?
The scope and limitations are defined in Chapter One. This information specifies the boundaries of the research, clarifying what aspects of Kiswahili language learning are included and what limitations might influence the interpretation of findings.
Where was this study conducted?
The study was conducted in primary schools within Kapseret Sub County, Uasin Gishu County, Kenya.
- Quote paper
- Rebecca Omollo (Author), 2011, The role of the school environment in learning Kiswahili in Kenya, Munich, GRIN Verlag, https://www.grin.com/document/915876
