Matumizi ya Mbinu ya Kimuktadha Katika Ufundishaji wa Msamiati wa Kiswahili Katika Shule za Upili za Wilaya ya Kakamega

Achillah, Rosemary A. (2010) Matumizi ya Mbinu ya Kimuktadha Katika Ufundishaji wa Msamiati wa Kiswahili Katika Shule za Upili za Wilaya ya Kakamega. Masters thesis, Masinde Muliro University of Science and Technology.

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Abstract

This study investigated the use of the contextual method in teaching Kiswahili vocabulary in secondary schools in Kakamega District. The study was carried out after the researcher noted that the integration approach of teaching Kiswahili vocabulary using the contextual method was still new to Kiswahili teachers and therefore posed challenges that needed to be addressed. The study on the teaching of vocabulary was considered important because vocabulary dominates every avenue of communication. The objectives of this study aimed at finding out the types of contexts, contextual hints, contextual texts and contextual exercises that were used in teaching Kiswahili vocabulary. Apart from that, the study investigated the effectiveness and challenges of the contextual method. The study was guided by The Cognitive Theory, as advanced by Piaget (1972) and Bruner (1960, 1966). This theory centres on the processes that guide one in the understanding of concepts in language and the strategies that aid that understanding. Descriptive research was employed in this study. This type of research enables one to procure reliable and detailed data. 33 schools were involved in the study. Data was collected through classroom observation, document analysis and interviewing of respective classroom teachers. The data was presented in form of descriptions, tables, graphs and percentages. The study found out that teachers did not use the contextual method as adequately as required. Apart from that, some teachers used methods apart from the contextual method that was recommended by KIE (2002). This study therefore proposed that teachers should be guided by the relevant curriculum planners in their use of the contextual method and also be exposed to a wide range of vocabulary teaching methods and techniques. This study was important because apart from giving teachers a deeper understanding of the use of the contextual method, it could offer vocabulary teaching guidelines to Kiswahili text book authors and also enlighten curriculum planners accordingly.

Item Type:	Thesis (Masters)
Subjects:	L Education > L Education (General)
Divisions:	Africana
Depositing User:	Emmanuel Ndorimana
Date Deposited:	30 Nov 2018 11:50
Last Modified:	30 Nov 2018 11:50
URI:	http://thesisbank.jhia.ac.ke/id/eprint/5570

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