https://kerd.ku.ac.ke/handle/123456789/33 Thu, 01 Oct 2026 23:54:32 GMT 2026-10-01T23:54:32Z https://kerd.ku.ac.ke/handle/123456789/1651 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 Sun, 01 Jan 2012 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1651 2012-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1278 Language Games and Language Teaching in Kenya: The Case of Kiswahili in Lower School Iribemwangi, P. I.; Mutua, B. F. Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value. W. R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms Language games can lower anxiety, thus making the acquisition of input more likely. They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings. The purpose of this paper is to examine the impact of using language games in teaching lower primary. The paper adopts a quasi experimental design and thus uses a pre test and post test. It has been appropriate to analyse the treatment effect of using language games in teaching lower primary learner in one group while applying the natural teaching methods on the control group. The target population is four primary schools which are sampled in Machakos town and four other primary schools sampled in the rural area of Machakos. A standardized examination is given to the two groups of lower primary learners from different localities and results recorded. Another examination was given after the treatment of teaching one group using language games. Methods used by the teachers to teach the Kiswahili Language to lower primary learners are mainly assignments and group discussions. The paper recommends that other strategies for teaching lower primary learners may include teacher assistance teams and shorter assignments. Ultimately, this paper suggests that use of language games in teaching lower primary school learners can improve their academic performance. An article published in Journal of Education and Practice Wed, 01 Jan 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1278 2014-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/866 Impact of Interaction between Mother Tongue and Kiswahili: Philosophical Analysis of Performance of Kenya Certificate of Primary Education in Nyakach sub-County of Kisumu County, Kenya Dete, Walter Owiyo; Odera, Florence Y. Good performance can only be realized when learners understand language. People normally think by use of language. Language is therefore a vehicle that transports learning. Poor performances have been realized in Kiswahili in KCPE in Nyakach Sub – County of Kisumu County. The purpose of this study is to analyze philosophically the causes of poor performance in Kiswahili and recommend how these challenges can be overcome. The study involved 63 teachers drawn from 116 primary schools in Nyakach Sub-County, Kenya. The respondents were selected by purposive and simple random sampling techniques. Data was collected by use of questionnaires and interview schedules. Data was analyzed philosophically using philosophical analysis. The study found that the historical factors that impacted negatively on the acquisition of Kiswahili language was that one of the consequences of trade at the East African coast was that the Muslims intermarried with the local Bantu and gave rise to the Swahili community at the coast. The mind plays a major role in the acquisition of language. The research also found that younger children had retained more accent free pronunciation when compared to adolescents just past puberty. The study recommended that the pupils should speak the language without being mindful of the grammar since people learn a language by speaking it A research article in International Journal of Academic Research in Progressive Education and Development Wed, 01 Jul 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/866 2015-07-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/864 Effects of Language Policy in the School on the Learning of Kiswahili in Kapseret Division, Uasin Gishu County, Kenya Omollo, Rebecca Wanjiku Kiswahili is an official and a national language in Kenya, It plays a major communicative role in Kenya but there have been complaints about the poor academic performance both at primary and secondary school levels. This paper is a report of a study that was carried out in 2012 in Kapseret Division of Uasin Gishu County. It established the effects of language policy in schools on the learning of Kiswahili. It was guided by sociocultural theory (SCT) and was descriptive in nature. Simple random sampling was used to select 15 out of 50 schools, it was also used to select 20 %(N=750) of standard six pupils from the selected schools. Purposive sampling was used to select 30 upper primary Kiswahili teachers; one class six Kiswahili teacher and a Kiswahili panel head. Data was collected using questionnaires and observation checklists. It was analyzed using descriptive statistical techniques such as percentages and frequencies. The research found out that Kiswahili language was rarely used as a medium of communication in school. However, teachers motivated the learners by congratulating them for doing well in it. A research article in IOSR Journal of Research & Method in Education (IOSR-JRME) Fri, 01 Aug 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/864 2014-08-01T00:00:00Z