Evaluation of Contextual Teaching of Kiswahili Proverbs in Secondary Schools in Kenya (Tathmini ya ufundishaji wa methali za Kiswahili kwa kutumia mbinu ya kimuktadha katika shule za upili nchini Kenya)

Oduori T. Wamubi, Inyani Simala, Ipara Odeo


The purpose of this research was to evaluate the contextual teaching of Kiswahili proverbs in secondary schools in Kenya. Despite the Kenya Institute of Curriculum Development (K.I.C.D) recommending in the revised syllabus that Kiswahili teachers place teaching content in real life context and environment (K.I.E. 2002), many teachers displayed inadequate knowledge on its implementation. The research objectives were: to find out whether teachers of Kiswahili teach Kiswahili proverbs contextually, to determine whether teachers have been prepared adequately to teach contextually. The research focused on Gem Sub-county, Siaya County in Kenya. The study sample comprised 14 teachers from 14 secondary schools out of 46 secondary schools in this Sub-county at the time of research. This was a descriptive research. Interview, questionnaire, observation and literature review methods were used in collecting data. The findings of the study revealed that though teachers used the CTL approach in teaching Kiswahili proverbs, they did not understand its principles hence did not implement it properly. The study therefore recommends that: teacher trainers consider imparting fully the principles of the CTL to trainees in order to enable them to implement it as expected; the Ministry of Education and other stakeholders organize many seminars and workshops, which should focus on this approach; prepare teaching and learning aids and publish more and adequate reference materials in this area.

Keywords: Tathmini, Ufundishaji, Methali, Muktadha, Shule

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