APPROPRIATENESS OF EXPLICIT TEACHING METHODS ON LEARNERS’ ACHIEVEMENT IN KISWAHILI COMPOSITION WRITING

Abstract

Effective use of pedagogical methods influences learners’ achievement. While appropriate methods enhance learner achievement; inappropriate methods inhibit knowledge acquisition, retention and application. Though many studies have focused on general Kiswahili performance, the linkage between explicit pedagogical methods and learners’ achievement in Kiswahili composition writing has been largely unexplored. The study employed quasi experimental design with experimental and control school respectively. Primary data was obtained from 250 Form One students and 7 Kiswahili teachers respectively from Garissa County. A mixture of probability and non-probability sampling procedures were used to select learners and teachers for inclusion. Questionnaires observation schedule were used. The study found that explicit methods were rated higher in control school with a mean of 3.75 compared to a mean of 3.22 in experimental school. However, question and answer was highly rated in teaching ratiba and insha za mdokezo in both experimental and control schools respectively. A p value of 0.919 in the experimental school indicated that there was no significant relationship between the variables while a p value of 0.007 in the control school meant that there was a significant linear relationship between the variables. The study recommends that Kiswahili teachers need to be empowered with more pedagogical skills so as to effectively and appropriately apply explicit methods to teach various Kiswahili compositions.