EFFECTS OF MASTERY LEARNING APPROACH ON SECONDARY SCHOOL STUDENTS’ MOTIVATION AND ACHIEVEMENT IN KISWAHILI IN MARAIGUSHU ZONE OF NAIVASHA SUB-COUNTY, KENYA

ABSTRACT
Kiswahili language in Kenya is important because it is both a national and official language. It is taught as a compulsory subject in both primary and secondary schools. The students’ performance in Kiswahili in secondary schools has been low. The low performance may be due to lack of appropriate teaching methods among other factors. The concern of this study was on how to enhance students’ mastery of Kiswahili and improve their performance. This study sought to find out the effects of Mastery Learning Approach (MLA) on students’ motivation and achievement in Kiswahili. The researcher used Solomon four non-equivalent control group design. The target population was all secondary school students in Maraigushu zone of Naivasha Sub-County. The accessible population was form two students in district co- educational schools in the district. The sample comprised of 169 students from four co- educational secondary schools obtained through purposive sampling. Random assignment was used to place the schools in experimental and control groups. The Experimental groups were taught Kiswahili using MLA while those in Control groups were taught using the Regular Teaching Methods (RTM) for a period of four weeks. Teachers teaching experimental groups were trained on the MLA technique before treatment. Two instruments namely; Kiswahili Achievement Test (KAT) and Students’ Motivation Questionnaire (SMQ) were used to collect data. The instruments were verified by the research supervisors and experts of Egerton University. They were also pilot-tested to ascertain validity. A reliability co-efficient of 0.8723 was estimated for KAT and 0.8074 for the SMQ respectively. The data collected was analyzed using ANOVA, ANCOVA and t-test. Hypotheses were accepted or rejected at significant level of 0.05. Findings of the study were that: (i) MLA enhances achievement and motivation of students in Kiswahili and (ii) gender of students taught Kiswahili through MLA does not affect achievement. The researcher recommended that MLA should be incorporated as a Kiswahili teaching method.

CHAPTER ONE
INTRODUCTION
Background of the Study
Kiswahili language is spoken by over 120 million people worldwide and it is the single most widely taught African language in the world (Mulokozi, 2012). It is taught as an academic discipline in many universities and schools in the developed countries like United States of America, German, Russia, Switzerland and China. Besides being taught, Kiswahili is one of the languages used by world radio stations such as British Broadcasting Cooperation, Voice of America, Radio Deutsche Welle (Germany), Radio Moscow International (Russia) and Radio China International (Mweri, 2010). In Africa, Kiswahili language is used as a tool for communication in many parts of Africa through informal and formal trade, governance, education and religion. In 2004, it became the first African language to be recognized as an official language of the African Union (AU) (Batibo, 2006). It serves as a lingua franca of the East African region, where it enjoys goodwill not just as a communication tool, but also as a symbol of regional identity and integration of people and cultures (Habwe, 2009).

In Kenya, Kiswahili language is spoken and understood by over 80% of the population. Majority of the people working in industries, farms, small-scale businesses, construction and transport sectors communicate in Kiswahili (Habwe, 2011). In education, Kiswahili is offered as a compulsory subject in both primary and secondary schools. This was reinforced by the Koech Commission of 1999 which proposed Kiswahili as one of the compulsory subjects to be examined at the end of primary and secondary education (Habwe, 2009). This move has had positive effects for Kiswahili in higher education because not only does Kenya have a National Kiswahili Association (CHAKITA - Kenya), but more Kiswahili departments have been established in most of the public universities (Mulokozi, 2012). Kiswahili language got formal recognition as the national language in 1969 and according to KIE (2002) one of the objectives of teaching it in Kenyan schools is to make Kenyans proud of Kiswahili as their National language; this has been emphasized by the new constitution that declares Kiswahili both a national and official language (Government of Kenya [GOK], 2010).

Despite the relevance of Kiswahili in national development, analysis of Kenya Certificate of Secondary Education (KCSE) Kiswahili examination results show that students have consistently registered low mean grades as presented in Table 1.

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Item Type: Kenyan Material  |  Attribute: 61 pages  |  Chapters: 1-5
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