Perceptions of Teachers and Learners on the Effectiveness of Learner Centered Instruction in Enhancing Communication Skills in Kiswahili language among Junior School Learners in Nandi North Sub County.

Abstract

The study aimed to examine perceptions of teachers and learners on the effectiveness of learnercentered instruction in enhancing communication and collaboration skills in Kiswahili among junior secondary learners in Nandi North Sub-County. An explanatory sequential design was adopted, involving 102 Kiswahili teachers and 291 learners. Data were collected using questionnaires, observation checklists, and document analysis. Findings showed that learnercentered strategies were perceived positively, improving learner engagement, motivation, and oral communication. However, implementation was hindered by time constraints, large class sizes, and inadequate teacher training, leading to underuse of strategies such as peer feedback and debates. The study concludes that structured implementation and teacher capacity-building are necessary for maximizing the benefits of learner-centered methods. It recommends targeted training on diverse instructional and assessment strategies to enhance communication and collaboration competencies in Kiswahili classes