An Examination of Teaching and Learning Resources and Their Role in Kiswahili Instruction in Public Junior Secondary Schools in Uasin Gishu County, Kenya

Abstract

The introduction of Competency-Based Education (CBE) model in Kenya is one of the key efforts by the Kenya government to prepare learners to be competitive in the job market after graduation by providing a practical based skill other than theoretical based knowledge. The teaching of Kiswahili under CBE focuses on learner-centered, interactive, and handson pedagogy. However, limited access to relevant resources undermines the successful rollout of this curriculum. The purpose of this study was to evaluate the adequacy of instructional materials, their effect on lesson planning, student participation, and the extent of variation between urban and rural schools. An integrated-method strategy was employed, incorporating numerical questionnaires and descriptive discussions. The sample consisted of 90 Kiswahili teachers, 20 school managers, and 10 Curriculum Support Officers from urban and rural schools. Data were gathered through Organized survey forms, discussion guides, and resource lists were used. Numerical information was examined through summary statistics, whereas non-numerical data was subjected to pattern-based evaluation using NVivo software. The results indicated severe shortages of CBE-aligned textbooks, digital content, and teachers' guides, especially in rural schools. These shortages had an adverse impact on lesson delivery and student involvement. The study concludes that insufficient resources are a significant hindrance to the equitable teaching of Kiswahili. It recommends fair resource allocation, investment in ICT, development of multimedia content, and support for teachers to improve CBE implementation and language education quality.