https://kerd.ku.ac.ke/handle/123456789/12 2026-10-01T23:59:56Z 2026-10-01T23:59:56Z Kisaka, Joseph https://kerd.ku.ac.ke/handle/123456789/1713 2020-11-25T08:08:55Z 2015-02-01T00:00:00Z

Cultural Factors Hindering Mastery of English Language in Primary and Secondary Schools: a case of Kilifi County, Kenya Kisaka, Joseph This study examined the various cultural factors hindering the mastery of English language in Kilifi County. A sample of 236 respondents representing Students, pupils, head teachers, teachers, parents, religious leaders, Pwani University Language specialists, Ministry of Education officers was drawn from Tezo Location. The proposed study was a descriptive survey, and both qualitative and quantitative data was collected by means of self administered questionnaires, Focus Group Discussions, and scheduled interviews. Qualitative data was analysed by thematic analysis while quantitative data was analysed by simple descriptive statistics and ranking by participatory methods. The study identified the cultural practices that hinder good mastery of English as frequent usage of Kiswahili and Mother Tongue when speaking at home, the declaration that English is a foreign language and the belief by the local community that speaking in English at home is a sign of pride and disrespect. Based on the findings, recommendations were made on how to promote good English mastery in Kenyan Schools. A research article in British Journal of Education

2015-02-01T00:00:00Z Khejeri, Mary https://kerd.ku.ac.ke/handle/123456789/1712 2020-11-25T07:55:37Z 2014-01-01T00:00:00Z

Teachers’ Attitudes towards the Use of Mother Tongue as a Language Instruction in Lower Primary Schools in Hamisi District, Kenya Khejeri, Mary This paper examines the attitudes of teachers towards the teaching and use of Mother Tongue as a language of instruction in lower primary schools based on a study conducted in Hamis District in Western Kenya, East Tiriki Division. The research design was a descriptive survey selected because surveys gather information from relatively large areas by employing sampling procedures hence cutting down on costs. The study sample included 12 schools randomly selected from the 40 primary schools in East Tiriki Division. . The instruments used for data collection were observation, tape-recording and questionnaires. The data was analysed using descriptive statistics. The study revealed that Mother Tongue is less valued than English. English is highly valued both for its instrumental and integrative purposes. It is recommended that there’s need for the government to encourage the publication of instructional materials for the teaching of Mother Tongue and that the educational language policymakers review their position with regard to Mother tongue with a view to promoting it both as a language of instruction and a subject. A research article in International Journal of Humanities and Social Science

2014-01-01T00:00:00Z Mose, Peter https://kerd.ku.ac.ke/handle/123456789/1678 2020-07-08T08:51:11Z 2020-01-01T00:00:00Z

Debunking the Myth of Lack of Vocabulary for Teaching Content Knowledge in Primary Schools: Exploring Terminology for Science in Ekegusii of Kenya Mose, Peter The language-in-education policy to teach in mother tongues at lower primary level is not adhered to by classroom teachers in Kenya due to, among other reasons, lack of content terminology. The purpose of this study was to demonstrate that mother tongues can be used to teach science up to the end of grade three, considering the nature of topics for this level and other extra-classroom realities. Our research objectives were to examine the nature and content of science topics and sub-topics from grade one to grade three; examine conceptual and technical terms in grade one to grade three science textbooks; describe the Ekegusii equivalents of these terms; and explain the feasibility of teaching science in Ekegusii up to the end of grade three. The findings are: science topics and sub-topics from grade one to grade three deal with basic knowledge that children interact with on a daily basis; both conceptual and technical vocabulary in grade one to grade three textbooks have Ekegusii equivalents. This implies that Ekegusii can be used effectively as a language of instruction for grade one up to grade three. This suggests that the teaching of science in Ekegusii is achievable. An article published in South African Journal of African Languages

2020-01-01T00:00:00Z Mbua, Abigael W. https://kerd.ku.ac.ke/handle/123456789/1651 2020-07-07T13:29:14Z 2012-01-01T00:00:00Z

Factors Influencing the Performance of Kiswahili in K.C.P.E. in Dagoretti Division, Nairobi Province Mbua, Abigael W. The purpose of this study was to identify the factors that influence performance of Kiswahili in K.C.P.E. Research was carried out in Dagoretti Division of Nairobi Province in the sampled public primary schools. The basic assumption of the study was that there were factors that contributed to bad performance of Kiswahili language related to methodology, social background, facilities, attitude of teachers and pupils and pupils' linguistic background. Literature related to the study was reviewed under the following headings; motivation and attitude towards language learning and teaching; language skills and teaching approaches; language testing; instructional materials; school language policy; teacher training and in-servicing and Pupils' linguistic background. The study was carried out in form of a simple descriptive survey. Population of the study consisted of standard eight Kiswahili teachers and standard eight Pupils. Sampling was done through random sampling method. The tools of data collection were, teachers' questionnaire, Pupils' questionnaire, observation schedule, interview schedule for teachers and analysis of scores. The responses to the items of the questionnaires were to be proved or disapproved by the findings of observation and interviews. The responses to the items of the questionnaires were tabulated and data organized through frequency tables and percentages. The findings of the study indicated that there were more factors that influenced performance of Kiswahili negatively compared to those that influenced it positively. Those factors that influenced the performance of Kiswahili 1999 standard 8 classes were likely to influence performance of 2000 standard 8 class. These factors are related to: the attitude of teachers and pupils towards Kiswahili, school language policy, pupils' linguistic background, pupils' social background, instructional materials, teaching methods of the language skills and training and in-servicing of teachers. Measures to counter the negative factors should be made by the City Education Department, K.I.E. teachers and other interested parties according to the recommendations of the study. A Thesis submitted to Kenyatta University

2012-01-01T00:00:00Z