Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/2691
Title: Team teaching and performance of students in Kiswahili language in secondary schools: a case study of asego division, Homa- bay district - Kenya.
Authors: Margaret, Adhiambo Aloo
Keywords: Team teaching
Student performance
Kiswahili language
Secondary schools
Kenya
Issue Date: Sep-2012
Publisher: Kampala International University.College Of Education
Abstract: As more and more Kenyans attach great value to Kiswahili language there is need to look at the influence of team teaching methods on performance of students in Kiswahili language. The emphasis of this study was to investigate the relationship between team teaching and the performance of students in Kiswahili language in secondary schools in Asego division. The study was an exploratory survey drawn from public secondary schools in Asego Division, Homa-Bay District. A questionnaire was used as the main instrument of the research accompanied by an observation and interview schedule. The validity of the instruments was ensured through piloting them a test-retest reliability of 0.77 was obtained. Using the random sampling technique, five of 8 public secondary schools in Asego Division were selected. Out of 580 Form 4 students and 18 teachers, only 30 students out of 50 and 5 out of 8 teachers who answered the questions correctly were used in the study. Data collected from the students’ responses to the questionnaire were analyzed by descriptive (Frequency tables). The study revealed that verbal appeals, instructions, and reinforcement and feedback influence Kiswahili performance of students. The following conclusions were made. Teacher dominance in Kiswahili language classrooms may be because most teachers assumed that they were the sole sources of knowledge. They underplayed the importance of active learner participation in the process of teaching and learning Kiswahili which may be one of the reasons of poor performance in Kiswahili language. Teachers had a positive perspective on their methods of instruction as they believed that they always had the perfect control of the classroom processes. They may have also held a positive perspective as they understood the need for active learner involvement in the teaching and learning process of Kiswahili language but they did not practice this. Teachers should therefore be trained to adopt and practice more ‘learner involved’ communicative approaches in the teaching and learning of Kiswahili language so as to improve students’ academic achievement in Kiswahili language since academic achievement in the language is highly dependent on the methods used in its instruction. The following recommendations were proposed: Results from the results would assist educational policy makers and administrators to make students perform better in national examinations. The results obtained should be incorporated in teacher training syllabuses to assist in production of all-round teachers with good content as well as able to show required classroom teaching methods. It is recommended that a study be done to find out to what extent schools have become more efficient since the implementation of Team teaching. It is recommended that further studies be undertaken to find out the relationship between the other elements of team teaching arid the performance of students in class
Description: A research dissertation submitted to the College of Education, Open and Distance, e-learning in partial fulfillment of the requirements for the award of Bachelor of Arts with Education of Kampala International University
URI: http://hdl.handle.net/20.500.12306/2691
Appears in Collections:Bachelor of Arts with Education

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