Relationship between the extent of Implementation of Kiswahili Curriculum in Secondary Schools in Vihiga County and Student Kiswahili Achievement and Attitudes Towards Kiswahili

Abstract

Effective curriculum implementation is essential for the realisation of set objectives. This study examined the relationship between the extent of implementation of the Kiswahili curriculum in secondary schools in Vihiga County and student Kiswahili achievement and attitudes towards Kiswahili. The study used an Ex-Post Facto research design. The target population included secondary school students. Probability sampling approaches were used. Ninety-eight students from national schools were selected 105 from Extra- County schools, and 140 from County schools. Research instruments included; questionnaires, achievement tests, and an attitude scale for students. The test-retest method was used to determine the reliability of the evaluation results. Data were analysed using frequencies, means and standard deviations. ANOVA was used to test hypotheses. The study concluded that the Kiswahili curriculum was implemented to some extent in Vihiga County. Students’ performance was influenced by the extent of Kiswahili curriculum implementation. Students performed well where the curriculum was implemented to a large extent. Consequently, it was established that there was a relationship between students’ attitudes and the extent of Kiswahili curriculum implementation. Students tended to have positive attitudes towards Kiswahili, where the curriculum was implemented to a large extent. The study recommended that teachers needed to come up with new teaching methods that would focus on improving the performance of students in Kiswahili subjects. This could be achieved through regular in-service training programs that were diversified to accommodate various needs of teachers coming from different schools.