Learners’ attitude in teaching and learning of kiswahili in secondary schools: challenges and strategies

Abstract

Existing studies indicate that increasing effectiveness in teaching and learning positively influence performance. However, challenges may diminish effectiveness in teaching and learning leading to poor performance. The study focused on challenges in relation to learners’ attitude towards Kiswahili and the strategies for coping with the challenges in teaching of Kiswahili in public secondary schools in Hamisi Sub-county, Vihiga County, Kenya. Study population was 4,106 form four students, 139 Kiswahili teachers, 47 principals and 1 Quality Assurance and Standards Officer. Krejcie and Morgan’s (1970) formula was used to select a sample of 351 form four students and purposive sampling was used to select 42 form four teachers of Kiswahili. Saturated sampling technique was used to select 42 principals and 1 QASO. In this study