Teacher Quality and Student Achievement in Kiswahili in Primary Schools of Kasipul Division, South Rachuonyo District, Nyanza Province Of Kenya
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Date
2009-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University, bachelors degree of arts with primary education
Abstract
The purpose of this study was to study the effect of kiswahili teacher quality
on the academic achievement of students in the selected schools of Kasipul
Division, Kinango District of Kenya.
The objectives of the study were; to determine if teachers motivation affects
academic performance of students in Kasipul Division, to determine whether
the teachers qualification affects academic achievement of students in
Kasipul Division, and to investigate whether if facilities at school affects
academic performance of students in Kasipul Division
The methods used for data collection were questionnaires to the teachers
and interview guide to the headmasters of the schools which participated in
the study.
Findings indicated that teacher experience, qualification of the teacher and
the motivation of the teacher have a direct relationship with the performance
of students in kiswahili.
Recommendations included Government making facilities at school for
kiswahili teachers to teach in a conducive environment in order to aid the
better performance of kiswahili students in their schools and that
government should make sure that it facilitates unqualified teachers to go
for further studies to improve the academic achievement of students in
kiswahili.
Description
A Research Report Submitted to the Institute of Continuing and Distance Studies in Partial Fulfillment of the Requirements for the Award of Bachelor of Education Arts (Primary) of Kampala International University
Keywords
Teacher Quality, Student Achievement, Kiswahili, Primary Schools, Nyanza Province Of Kenya