Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/2934
Title: Teaching process and learning of pupils in kiswahili language of selected primary schools in Wakiso District, Uganda
Authors: Nyaboke, Ruth Bonuke
Keywords: Kiswahili language
Teaching process --- learning
Primary Schools
Issue Date: Jun-2007
Publisher: Kampala International University. College of Education, Open and Distance Learning
Abstract: Objectives: This study investigated the teaching process and learning of pupils in Kiswahili language in selected primary schools in Wakiso District, Uganda. Specifically, this study determined the profile of the teachers as to age, gender, marital status, educational qualification and number of years in service and pupils as to age and gender. This study determined the degree of teaching and learning process in terms of attitude, availability of teachers, culture, policies, availability of resources and training and level of learning in terms of attitude, availability of teachers, culture and availability of resources, and determined the significant relationship between degree of teaching process and level of learning of pupils in Kiswahili language. Design: This study employed the descriptive survey method of investigation. Respondents: This study were involved 50 teachers and 150 P7 pupils, wherein 10 teachers and 50 pupils from Joseph’s Boarding Primary School, 10 teachers and 50 pupils from St. Theresa’s Bunamwaya Primary School, 10 teachers and 50 pupils from Gayaza Primary School, 10 teachers and 50 pupils from Nsangi Primary School and 10 teachers and 50 pupils from Kyengera Primary School, these are located in Wakiso District, Uganda Findings: The findings revealed the following: the age mean of teachers was 30.28 and age mean of pupils was 14.79; the degree of teaching process were evaluated generally fair (mean= 1.93); the level of learning of pupils was fair (mean=1.99). It was evident that the degree of teaching process was not significantly related to the level of learning of pupils. Conclusion: Based on the findings, it is concluded that the teaching process and learning of pupils in Kiswahili language were evaluated generally fair. However, these aspects are needed to be improved. Recommendations: The recommendation on the findings was implement the policy concerning the teaching process and learning of pupils in Kiswahili language in the schools.
Description: A research paper presented to the Institute of Continuing and Distance Studies of Kampala International University in partial fulfillment of the requirements for Bachelors Degree of Arts with Education
URI: http://hdl.handle.net/20.500.12306/2934
Appears in Collections:Bachelor of Arts with Education

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