Effectiveness In Teaching And Learning Of Kiswahili In Primary Teacher Training Colleges In Central Kenya

Quality education is a major concern in all societies today.  Teacher‟s role is to ensure effective teaching and learning takes place. The study looked into effectiveness in teaching and learning of Kiswahili in Primary Teacher Training Colleges. The purpose of the study is to shed light to the educationist on the need of emphasizing on effective teaching and learning of Kiswahili. The study is useful to the educationist in terms of policy making, modification and implementation of curriculum to suit the needs of the modern society. The objectives of the study were: to establish the academic and profession qualification of tutors, assess the adequacy and effectiveness of teaching resources, determine effectiveness of the instructional methods, examine the attitude of the tutors and teacher trainees towards Kiswahili and provide recommendations on enhancing teaching and learning of Kiswahili in Primary teacher training colleges. The study was guided by Sticht Functional Theory, which stresses the importance of making learning relevant to the learners experience and their work context. The study adopted descriptive survey design. The study was conducted in Central Region of Kenya. It focused on the public teacher training colleges (PTTCs) in the region. The target population comprised of 28 Kiswahili teachers in the colleges, 1660 2nd year teacher trainees and four primary teacher colleges in central Kenya. A sample of 10 percent of the teacher trainees and a sample of 50 percent of the teacher trainers were used for the study. A total of 124 respondents were sampled using simple random sampling technique. Instruments that were used for data collection were: questionnaires for tutors and for teacher trainees, an interview guide for heads of Kiswahili subject. The validity and reliability of the instruments was ascertained before actual study was carried out. Validity of the instrument was ascertained by presenting the tools to the experts for advice. Reliability was ascertained by piloting the instrument where the correlation coefficient of 0.82 was established. Data gathered from the field was edited, coded and analyzed through Statistical Package for Social Sciences (SPSS) computer program.  The findings were reported by use of bar graphs, pie-charts, percentages and frequency tables. The study findings are that: all teachers included in the sample were adequately academically trained.  However, a majority of teachers had not been trained to teach in PTTCS.  In addition, majority of teachers had not been in-serviced in teaching of Kiswahili in PTTC. Resources were available but not adequate, and there was unavailability of locally available materials, lack of time and high cost of improvisation. Attitude of teachers was positive but for students, some had negative attitude towards Kiswahili subject.  Recommendations made were: all teachers teaching in PTTCs should be selected from those who have been trained to teach in PTTCs; both teachers trained and not trained in PTTCs be regularly in-serviced, that PTTCs initiate income generating activities to supplement and amass enough funds to purchase adequate resources and that teachers use simple Kiswahili terms in order to capture the interests of all students.