Effectiveness of Creative Drama Use in Kiswahili Language Instruction in Public Junior Schools in Nambale Sub-County, Kenya

Mirikau Zipporah Winket; Felicity Murunga; Rachel Koross

doi:10.37284/eajes.8.4.3914

Mirikau Zipporah Winket University of Eldoret
Felicity Murunga University of Eldoret
Rachel Koross University of Eldoret

DOI: https://doi.org/10.37284/eajes.8.4.3914

Keywords: Creative Drama Use, Kiswahili Language, Teaching and Learning, Public Junior Schools

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Abstract

In Kenya, Kiswahili is both the national and official language. It is the most common language of interaction, hence a uniting force among the diverse cultures in the country. Considering its importance, to enhance Kiswahili teaching and learning, innovative and interactive instructional strategies are essential. Creative drama is recognized as an effective pedagogical tool in language education, fostering engagement, comprehension, and retention. Yet, no research has evaluated the effectiveness of creative drama techniques applied in the teaching and learning of the Kiswahili language. This study assessed the effectiveness of creative drama techniques in the teaching and learning of the Kiswahili language in public junior schools. It was conducted in public junior schools in Nambale Sub-County, Kenya. Anchored on Vygotsky’s Social Theory of Language Development, the study utilized a descriptive survey research design. It targeted all grade 7 learners and their teachers of Kiswahili from 63 junior schools. Of these schools, 180 learners and 18 teachers were sampled using a simple random sample technique from 18 junior schools. Additionally, 18 Kiswahili language lessons were purposively sampled for lesson observations. Data for the study were collected using a questionnaire for learners, an interview schedule for teachers, and a lesson observation schedule. Quantitative data were analysed descriptively, while qualitative data was analysed thematically. Findings revealed that creative drama positively impacted Kiswahili teaching and learning experiences, with activities like role-play, storytelling, and language games enhancing students' speaking and listening skills. To improve the teaching and learning of the Kiswahili language, the Ministry of Education and the Teachers Service Commission should prioritize the integration of creative drama into the curriculum while providing targeted professional development programmes and resources for teachers

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