INFLUENCE OF INSTRUCTIONAL METHODOLOGY ON PERFORMANCE OF POETRY IN KISWAHILI IN KENYAN SECONDARY SCHOOLS’ CASE OF LUGARI SUB-COUNTY

Abstract

This study was intended to investigate the influence of instructional methodology on performance in poetry in Kiswahili in Kenyan secondary schools’ case of Lugari Subcounty. The objectives of the study were: to investigate how teachers of Kiswahili planned for instruction on teaching poetry, to identify teaching aids and methods of teaching used by teachers of Kiswahili in poetry and to investigate and describe students’ and teachers’ attitude towards poetry in Kiswahili. The curriculum for Kiswahili for secondary school education in Kenya which was revised in the year 2002 incorporated content on poetry. There has been a perpetual poor performance by students in Kiswahili paper 102/3 in Kenya Certificate of Secondary Education (KCSE) especially the poetry section. Dale’s cone of experience theory directed this study. The theory notes that students retain more information by what they ‘’do’’ compared to what they ‘’hear’’, ‘’read’’ or ‘’observe.’’ Survey research design was used in this study. The study was conducted in selected schools in Lugari Sub-county, in Kakamega County, Kenya. Stratified sampling was used to place schools in three strata from which four schools were sampled from each strata making a total of twelve schools with their twelve teachers of Kiswahili from the sampled streams in the sampled schools. Form three students were purposively sampled in this study. The data herein was collected using sets of questionnaire, document analysis guide and observation checklist. A pilot study was conducted in the neighboring Likuyani subcounty to ascertain the reliability of research instruments. The obtained data was analyzed through descriptive statistics and findings placed thematically. Oral Questioning and Lecture methods were found to be dominating Kiswahili lessons in teaching poetry. It was also established that teachers of Kiswahili lacked basic tools of planning. Student-centered methods were recommended by the researcher to teachers of Kiswahili and that teachers should be taught about the impact of planning on students' achievement in poetry. School administrators should ensure teachers use instructional tools to prepare well for the lesson by making a follow-up. The researcher also recommended that further research should be conducted to find out why teachers were not using planning tools as expected as well as the importance of Kiswahili teachers' guide book in the teaching and learning of poetry.