Gender And Pupils Performance In Kiswaiitli At Kcpe In Selected Primary Schools In Riana Zone, Homa Bay District, Kenya

ABSTRACT The researcher was drawn into conducting this study following the report which revealed that Kiswahili was the worst performed subject in the national examination in Home -Bay District- Kenya and more particularly, in Riana Zone. The poor performance in the subject affected both boys and girls alike. The report further revealed that girls' performance was low as compared to that of boys. The purpose of the study was to examine the impact of gender on Kiswahili performance in the Kenya Certificate of Primary Education. The researcher used quantitative research approach and survey research design. He sampled 40 teachers and 130 pupils from 13 schools in the zone to be the respondents using stratified random sampling procedure. The data was thereafter analyzed by the use of frequency tables to give the findings. The study revealed that most teachers lacked sufficient knowledge in Kiswahili, a fact that had adversely affected the teaching and learning of the subject. Furthermore, there was laxity on the utilization of language teaching strategies. The research revealed that problems related to Kiswahili performance could be solved through the change of attitude in teachers and learners, in-service training for teachers and organizing seminars and workshops to sharpen the teachers' skills in handling the subject. For girls' performance to improve, a concerted effort by the stakeholders is required to sensitize the community on the value of girl- child education, by discouraging the cultural beliefs and practices that had marginalized the girls. The researcher concluded by appealing to all the stakeholders in education to cooperate and focus their attention on the intervention measures aimed at uplifting Kiswahili standards in Riana Zone.