Names:Beverline Sabina-SBEVSA2111

Olivia Busienei-SOLIBU2111

Kundu Caren-SKUNCA2111

FACTORS ASSOCIATED WITH ACADEMIC PERFORMANCE IN USHAIRI AND INSHA AMONG

STUDENTS IN NANDI HILLS SUB- COUNTY.

CHAPTER ONE: INTRODUCTION

1.1 Background of the study.

Kiswahili is used as a Lingua franca in much of the southern half of the African union. It is

spoken by various inhabitants of the African Great Lakes Region. Examples of countries

speaking Kiswahili include Kenya, Tanzania, Uganda, Rwanda, Burundi, Mozambique and

Democratic Republic of Congo (Ogechi, 2002). According to Ogechi 2002, the approximate total

number of Swahili speakers in the world is at 150 million. Kiswahili is one of the official

languages of the African union. It serves as a national language in Kenya and Tanzania.

In Kenya and Tanzania, Kiswahili is a compulsory subject in primary and secondary schools. In

the Kenya constitution 2010, Kiswahili has been recognized as both the national and co-official

language alongside English. Ominde (1964), recommended that Kiswahili be made a

compulsory subject in primary schools for its unifying national influence. According to Kenya

institute of Education (2002), Kiswahili has the capacity to nurture and develop national unity

and patriotism. Kiswahili is taught as a second language to Kenyan learners.

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Buhere (2011), states that pupils lack suitable reading materials in Kiswahili. The ones, who get

them, have little inclination in reading the available material with the tenacity and enthusiasm

required. Kiswahili books with too many factual mistakes (Ryanga, 2002) worsen this situation

by exposing learners to unsuitable materials.

There is need for Insha teachers to use strategies that encourages reading. The current study

observed that insha teachers did not advise learners on intensive reading to enhance their

insha writing abilities. The insha teachers needs to use techniques and strategies that will

prepare the learner systematically in analysing the topic, developing relevant ideas and

organising them logically.

The Kiswahili syllabus only highlights types of insha to be taught. This leaves teachers to use

their own creativity and experiences to come up with different strategies to prepare students

for the same examination. There is necessity for the syllabus, Kenya institute of education

approved texts and their guides to adequately provide strategies to guide teachers in teaching

various types of insha. In spite of the importance of Kiswahili language universally, the

performance of Kiswahili insha in national examinations has remained below average over the

years. This consequently affects the quality of the overall Kiswahili mark.

Kiswahili written poetry is believed to date from about A.D.1000, when the art of writing in

Arabic script was introduced with the advent of Islam. Since that time, poetry has been an

integral element in the life and education of waswahili. Poetry is, thus, a repository of the

accumulated knowledge and wisdom, history, beliefs, philosophic, social relations and struggles

of the waswahili in the past one thousand years. The information and knowledge buried in the

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poetry cannot be properly grasped and utilized unless the poetry is first thoroughly studied as

literature.

Kiswahili poetry is well known and practised throughout Tanzania along the coast of Kenya and

in some urban areas of the Kenya hinterland. In Kenya, there is a high concentration of poets in

the coastal towns and villages. Kenya has a shortage of publishing outlets of Kiswahili poets,

only those who manage to appear in the books or in the Kiswahili daily, Taifa, have been

included in the library survey. At present, there are also many budding poets in schools and

colleges throughout Kenya.

Kiswahili poetry is a compulsory subject which for a long period of time, has baffled secondary

school students. KNEC has confirmed poor performance in Kiswahili, more so as a result of

Kiswahili poetry. It is the oldest, with ambiguity and conflicts since its existence. This study

therefore seeks to identify the factors associated with academic performance in ushairi and

insha among secondary school students which are grouped into three categories which entails:

teachers related factors (which include; teacher professional qualification, teaching experience

and teacher attitude, teachers’ gender, age), students related factors (students’ gender,

student attitude and students’ entry qualification) and resource related factors( which includes

teaching and learning resources and textbook ratio)

1.2 Statement of the problem

Kiswahili is an international language. It is a lingua franca in East Africa. The language deserves

more attention than it is currently receiving. Its performance, ushairi and insha in particular, is

alarming. In the recent two years, the performance of these two major concepts have greatly

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deteriorated across the country at large. Kiswahili language perhaps should be among the first

leading subject as it is the national language and students should not be experiencing hardships

in answering ushairi and insha questions.

Kiswahili language is experiencing challenges because even those who speak Kiswahili are

viewed as ‘washamba’ because English language has it making it not to be keenly taught in

secondary schools. Many subjects in secondary schools are taught administered using English in

Kenya as opposed to like Tanzania where all subjects are taught using Kiswahili except English

subject.

Insha and ushairi performance requires total dedication of learning material and resources.

However, even the fact that Kiswahili is the national language in Kenya, the government is not

giving enough aid to provide with ushairi and insha materials hence continuity of poor

performance in the two areas.

1.3 Research questions

What is the influence of teacher related factors on students’ academic performance in Kiswahili

Insha in public secondary schools in Kisumu West Sub County, Kenya?

What is the influence of student related factors on students’ academic performance in Kiswahili

Insha in public secondary schools in Kisumu West Sub County, Kenya?

What is the influence of resource related factors on students’ academic performance in

Kiswahili Insha in public secondary schools in Kisumu West Sub County, Kenya?

1.4 Hypothesis

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 1) There is no significance difference between the teacher related factors on student's

academic performance in Kisumu West sub county

2)There is no significance difference between students related factors on student's

academic performance in Kisumu west sub county.

3)There is no significance difference between resources on students academic

performance in Kisumu west sub county.

1.5 Significance of the study

1)The main aim of this study is to examine some of the reasons associated to poor

performance of Kiswahili subject as a result of poor insha and ushairi performance. The study

gives recommendations on how to handle these two concepts so as to help both the teacher

and students to integrate different approaches which will aid in both teacher and student

performance.

2) The study will also give different teaching approaches which will help teachers to re-examine

their instructional procedures and help them to improve their competency in their work areas.

About learning resources, the school administration will see the need of equipping students

with resources so as to improve their performance.

3) The study also aims in reconstruction of new syllabus by the Kenya Institute of Curriculum

Development (KICD) which will encompass different teaching techniques and which will give

adequate examples and exercises and will put at a greater force to administration of insha and

ushairi.

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1.6 Justification of the study

The rising concern over poor performance in ushairi and insha by many stakeholders in

education concerns the researcher. The language itself plays a unifying role as a national

language. It is also recognized as a co-official language with English (Barasa, 2005). Kiswahili has

grown as a lingua franca of the East African Region. Insha writing and ushairi are important

elements in the continuity and consolidation of Kiswahili language as a medium of

communication. Being a compulsory subject, its performance is vital in determining the

academic progress of students after school. This underscores the importance of addressing the

teaching conditions of the subject because it is just as important as the other compulsory

subject’s i.e. English, mathematics etc.

Other scholars who have researched on Kiswahili education may not have addressed the issue

of “factors associated with academic performance of ushairi and insha.” Namulungu (2003)

says, “Mbuthia, Karani (1996) muruguru (2000) and Ipara (2003) analysed Kiswahili education

and rotated around performance of teachers in Kiswahili education. Njogu in Wahienga (2002)

addressed kiswahili teachers’ attitude towards the teaching of grammar. Namulungu (2003)

traced the development of Kiswahili since 1900-2000. This motivates the researchers to

investigate ‘factors associated with academic performance of ushairi and insha among

secondary school students.’ The findings of this research should help in improving the teaching

conditions, methods and strategies for teachers of Kiswahili ushairi and insha and their

performance. They should also be an additional resource to the many researches done on

Kiswahili teaching and learning

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1.7 Theoretical framework

Education as advanced by Cobb and Douglas 1928. This theory states that a school is seen as an

educational firm which receives both external and internal inputs i.e. teachers, students and

resources related to learning and student wellbeing and transforms them to education outputs

i.e. student general performance in tests and exams through a process called education. This

theory measures students output through quizzes, standardized tests and national

examination.

Education is the process of students acquiring worthwhile skills, knowledge and attitudes and

therefore, education is a service that transforms fixed quantities of input and in our case,

students into individuals with different quality attributes and skills to enable them to thrive in

their societies. As per this study, the theory inputs that, the teacher, the student and the

resources affect the student output in terms of academic performance in Kiswahili insha and

ushairi. This theory supposes that, without teachers, learners and resources, learning cannot be

achieved and so if the government has well trained teachers and well prepared learners and

ample resources, the Kiswahili insha and ushairi performance would greatly improve. Students

output is dependent on the inputs or aids put in place. The theory summarizes that, if a learning

environment receives input in terms of quality resources and a trained personnel (teachers)

together with the learning process, the output in the Kiswahili insha and ushairi will improve.

1.8 Conceptual framework

Conceptual framework is a model of representation where the researcher conceptualizes
relationship between variables in the study and represents the relationship graphically or
diagramatically (Orodho, 2004). The relationship between Independent and dependent variables
was illustrated in the conceptual framework of this study.

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The diagram below shows that poor academic performance is dependent on institutional factors
such as infrastructural facilities teaching staff, student support programs and teacher-student
ratio. Teacher-student ratio is number of students a teacher is suppose to handle at a time.
Infrastructural development includes classrooms and libraries.Student support programs is where
by there is a counselor to guide students and a carer department to guide students on selection of
courses. Teaching staff includes teachers in the school.

Independent variable Dependent variable

Factors associated with

poor performance

Shortage of teaching
staff Poor performance in Ushairi
congestion in schools and Insha

An overstretch in the
student support programs
Inadequate
infrastructural facilities
Shortage of learning and
teaching facilities

1.9 Scope of the study

The study was limited to Nandi Hills sub-county, so the outcomes may not be generalized to

other areas of the country. In addition, the research study brings to our attention the causes of

poor performance in kiswahili- ushairi and insha hence affecting the general performance of

Kiswahili. The research did not investigate performance in areas in Kiswahili like grammar, fasihi

and isimu jamii.

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 1.11 Limitations of the study

lack of previous research studies on the topic. Many researchers do not focus on this major two

areas of study. Mostly they focus on kisswahili language in general. This arises because of the

fact that they view ushairi and insha as difficult areas to research on and hence less

considerations is enforced in this particular research area.

Time constraint is another limitation that this study faced. Due to covid 19, time for collection

of data will be delayed because all schools are now closed.

Distance was another limitation experienced. alot of cost will be required to travel from one

school to another during the collection of data. This is due to lack of personal transport mode.

1.12 OPERRATION DEFINATION OF TERMS

International language- it is a language which has spread beyond its own continent of birth; is

widely understood in at least two continents and is the official language of several states in

these continents.

Kiswahili language- This is the national language in Kenya. It is a Bantu language because it is a

class language where the choice of a prefix depends on the class of the independent nominal,

the subject.

Language interference- it is the habit of carrying over language forms of one’s mother tongue

or another language one already knows to the language he is learning.

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Language policy- it is a directive from the school administration regarding which language to be

used when; for example English being used from Monday to Thursday and Kiswahili be used on

Friday only.

National language- it is any language that has been adopted as an official language. It functions

as a national symbol.

Sheng’- it is a corruption of Kiswahili at the lexical and semantic levels.

Lingua Franca- it is a language used among people who speak totally different languages. It is a

language that ease communication and which spread geographically until it started being used

by many people.

CHAPTER TWO

REVIEW OF RELATED LITERATURE AND STUDIES

1.13 Introduction

This chapter attempted to review important literature and research studies related to factors

associated with the academic performance of ushairi and insha among secondary school

students Nandi Hills Sub County. The chapter reviewed issues concerned with the factors

associated with academic performance of ushairi and insha under the following sub-headings;

teacher related factors, student related factors and resource related factors.

1.14 Influence of teacher related factors on students’ academic performance

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According to Musau and Migosi(2015) and Ewetan (2015) teachers plays an important role in

determining the students’ academic achievement. Teachers’ incompetence and competence in

his teaching areas greatly affect student performance. These factors includes Teachers’

professional qualifications, teacher’s attitude, and teacher’s experience. The teacher’s related

factors are discussed as follows:

a) TEACHERS PROFESSIONAL QUALIFICATION AND STUDENTS’ ACADEMIC PERFORMANCE

According to Akinsolu (2010), availability of qualified teachers is an important determinant of

academic performance among students in school. Teacher quality is measured by skills

knowledge and qualification, remains one of the factors characterizing education in schools that

plays a decisive role in students’ progress (Hanusheka, 2011). The effectiveness of any

curriculum depends on the quality of teachers that are there to translate the syllabus into

practical instructional materials in class. Huang and Moon 2009, also claims that the teacher

qualification accounted for approximately 40-60 percent of the variance in average of students’

achievement in assessment.

Kosgei, Mise, Odera and Ayugi(2013) sought to establish the relationship between teacher

characteristics and student academic achievement. This study was conducted in nandi district,

Kenya and the target population comprised of teachers of all 26 public secondary schools. The

study applied a casual comparative research design. They used a questionnaire was used for

data collection. Data was analysed using descriptive and inferential statistical techniques. The

study findings suggests that there was no significance relationship between teacher

qualification and student academic achievement. In as much as their study applied both

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descriptive and inferential statistical techniques, data was collected using questionnaires only.

In the current study, the researcher collected data using questionnaires, interview schedules,

ushairi and insha test to establish the influence of teacher qualification on students’

performance in ushairi and insha.

A similar study conducted in a different county by kimani, kara and njagi (2013) concluded that

the teachers age, gender, professional qualifications and professional experience did not have

significant effect on academic achievement in secondary schools.

With reference to the above research finding, it is evident that there is urgent need for further

investigations to establish the relationship between the teacher professional qualifications and

students’ academic performance in ushairi and insha in public secondary school in Nandi Hills

Sub-county, Kenya.

b) TEACHING EXPERIENCE AND STUDENTS’ ACADEMIC PERFORMANCE

Teaching experience is the number of years a teacher has taught. Teaching experience is a topic

of potential concern to policy makers as experienced teachers have more opportunities to

teach higher levels or advanced classes, and thus have a higher achieving students’ in their

classrooms. Teachers with teaching experience mostly increase students’ performance chances

because the teachers are able to maintain order and discipline in the classroom as opposed to

the newly joined teachers who have no experience in the classroom. In the extent to which

teachers feel prepared to implement state curriculum also vary by teaching experience, with

new teachers less likely than more experienced teachers to report being very well prepared for

this classroom requirement.

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Rutere (2012) conducted a study on effects of teacher related factor on implementation of

integrated Kiswahili curriculum in public secondary schools in Nkuene Division, Imenti South

District, Kenya. He found that there exists a link between implementation of integrated

Kiswahili curriculum and the teaching experiences. Despite the findings, more should be done

concerning the same.

c) TEACHER ATTITUDE AND STUDENTS’ ACADEMIC PERFORMANCE

Teacher’s attitude plays an important role in the present context. Saidat (2010) mentions that

language attitude research has been considered in the previous 50 years because the growing

relation between the importances of the language use and the nature of individuals. According

to Oskamp and Schultz (2005), an attitude may be defined as predisposition to respond in a

favourable or unfavourable manner with respect to a given object. It is a way of looking at

things. It is positive or negative evaluation of people, objects, events, activities, ideas or just

about anything in your environment. Karim and Amukowa (2013) state that excellent teachers

do more than teach the curriculum content: they inspire their pupils and serve as role models in

terms of attitudes and social relationships.

Mokamba et al. (2012) did a study and concluded that the negative attitude of Kiswahili

teachers and students towards learning ushairi and insha makes it difficult to implement

reforms in the curriculum. They also assert that both teachers and students had difficulties in

fasihi, ushairi and insha. This implies that the teacher’s negative attitude influence students’

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attitudes leading to poor performance in Kiswahili subject. However, the study was based on

the KCSE scores in the years 2002, 2003, 2004 and 2005.

Mumasi’s (2013) study found that the teacher attitudes which have been found to be

influenced by several factors including the teacher workload caused by inadequate staffs, high

rate of teacher absenteeism and transfers influence students’ performance.

1.15 Influence of student related factors on students’ academic performance

Students are consumers of the curriculum. We note that performance of the students in any

academic task has always been of special interest to the government, educators, parents and

the society at large.

Research has shown that academic performance largely depends on, among other factors,

students’ ability and background (Adeyemi, 2010). Their study identified the causes of mass

failure of students in examinations as including; student’s weak background, students’ low

intelligence, lack of aptitude and poor interest for the subject, students’ bad habits and poor

study skills, students’ weakness in comprehension, and inability of the students to express

themselves effectively.

1.16 STUDENTS GENDER AND ACADEMIC PERFORMANCE

Studies within the area of gender and ushairi and insha have revealed that there are significant

differences between girls’ and boys’ performance. Moochi, Barasa, Ipara, (2013) study

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investigated comparative differences in performance among boys and girls in Kiswahili ushairi

and insha in selected schools in Kenya. 180 students were given tasks on the two areas and

were marked. The study revealed that girls outperform boys in overall performance in Kiswahili

insha, and ushairi. Therefore, the student gender influence academic performance in insha and

ushairi.

1.17 STUDENTS’ ATTITUDE AND ACADEMIC PERFORMANCE

Kobia and Ndiga (2013) sought to find out the influence of students’ attitudes towards

implementation of Kiswahili curriculum at secondary level in Igembe south District Kenya. The

study targeted population of 2400 form 4 secondary school students from all 24 public

secondary schools in igembe South District. Data was collected through questionnaires from 13

students who were selected using simple random sampling method. The findings revealed that

secondary school students in Igembe south District have a negative attitude towards Kiswahili

as a subject which affects its implementation. In their survey, Kobia and Ndiga (2013) were not

concerned about performance. Yet their findings reveal a general negative attitude of students

towards Kiswahili. Therefore, it is not known whether students’ negative attitude towards the

implementation of Kiswahili curriculum influences their academic performance in ushairi and

insha. Factors associated with academic performance of ushairi and insha among secondary

school students remains unknown. Therefore, the influence of student related factors on

academic performance of students in ushairi and insha will be covered adequately through an

empirical survey among public secondary schools in Nandi Hills Sub-county.

1.18 STUDENTS ENTRY QUALIFICATION AND ACADEMIC PERFORMANCE

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Both primary and secondary and secondary school conclude with nationwide standardized

exams that are centrally graded and determine which students qualify for the next level of

education. One can find out differences in entry qualifications and differences in performance

at the end of the course in order to determine the quality of teaching and learning. According

to Kyoshaba, (2009), admission factors and the different entry qualifications, which are the

results of previous academic performance, are likely to affect the students’ future academic

success.

Entry marks predicts the ability of student to perform in a given manner. Student with higher

entry marks tend to have ability to perform better because learning is a cumulative process.

Thus, a student recruited with higher entry requirements will be well prepared for the course

material including ushairi and insha, compared to a student admitted based on the bare

minimum qualifications. Therefore, it can be concluded that the students’ entry qualification

marks has a high influence on performance in ushairi and insha.

1.19 Influence of Resource Related factors on students’ academic performance

Educational resources comprising learning materials as well as physical infrastructure have

been found to influence academic achievement

of learners to a great extent. Teaching and learning materials are crucial to any successful

teaching and learning process worldwide because they aid the teacher to effectively transfer

the content to the learner. This study reviewed literature on teaching and learning resources

and textbook to students’ ratio.

2.0 TEACHING AND LEARNING RESOURCES AND STUDENTS’ ACADEMIC PRFORMANCE.

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Teaching and learning resources refers to any tool that teachers use to assist their students in

adequately learning the target language, means used to increase students’ access to that

language, every instrument that contributes greatly to students’ progress anything which is

used by teachers and learners to facilitate learning and the keys to have influence on what goes

on in the classroom (Jones 2009; Richards 2010; Littlejohn 2012).

Research proves that teaching and learning materials highly facilitate learning and greatly draw

learners’ attention to the target language. Tomlison (2012) classifies the language teaching

resources in terms of instructional purposes as; informative, instructional, experiential, eliciting

and exploratory.

According to Cakir (2015), instructional materials can be categorized in three groups:

Traditional materials, audio and visual materials and information communication

technologies (ICT) based materials. Traditional materials can be regarded as old usually

including; board, course-book, work sheet, chart, flashcards and teacher made materials. As for

audio and visual materials they include; video player, video camera and computer projection

device. The ICT based materials are such as interactive white boards, materials providing mobile

assisted language learning such as tablet computers, the internet, podcasts and smartphone.

Teaching and learning resources sufficiently support lesson delivery in all subjects taught in

school by teachers. The absence of resources can hamper academic performance of students to

a great degree. The use of variety of teaching aids/resources is necessary because the chances

of greater perception, understanding, reinforcement and retention of the subject matter may

be improved.

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A research indicates that students who have access to adequate teaching resources perform

better than the ones with limited access to the same, including performance in ushairi and

insha.

2.1 TEXTBOOK RATIO AND STUDENTS’ ACADEMIC PERFORMANCE

Rahimpour and Hashemi (2011) state that of all the teaching and learning materials, course

books play a vital role in all types of additional institutions all over the world. It is important to

mention that inadequacy of textbooks among secondary schools has attracted the attention of

many researchers in Kenya.

Gaichu (2015) did a study on factors influencing performance in Kiswahili at KCSE level in

Moyale sub-county. The study was based on a sample survey design of 7 schools where 7

principals, 8 kiswahili teachers and 115 students were involved in the study. Data were

collected through questionnaires that were self -administered to students, teachers and

principals. The study found that majority of the schools had inadequate teaching/learning

resources to a level that learners lacked language course books. His study focused on Kiswahili

subject in general. According to the researches above, we find out that lack of text books is a

major challenge. High texbook to students’ ratio could be a contributing factor in decline of

student performance in ushairi and insha.

Conclusion
This section has reviewed literature related to factors contributing to poor performance in ushairi
and insha which has dealt on teacher student ratio, influence of teacher,teacher professional
qualification,teaching experience,teacher attitude,influence of students,student gender andstudent
attitude

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 CHAPTER THREE

RESEARCH METHODOLOGY

2.3Research design

The study will employ a mixed methodology comprising descriptive research design and

correlational design. Descriptive design describes the phenomena with all characteristics of a

subject population. Including; people, places, situations, conditions, procedures, interaction and

undertaking about which a researcher wish to know more. Questionnaires and face to face

interviews and observations are the methods used in collecting data in descriptive designs.

Correlation is used to determine whether or not, and to what extent an association exists between

two or more paired variables and quantifiable variables. Correlation will be used to show the

relationship between the selected factors and students’ academic performance in ushairi and insha.

The designs will be appropriate because they will enable the researcher to obtain relevant and

precise information concerning the status of ushairi and insha performance in public secondary

schools in Nandi Hills sub- County and draw conclusions on facts discovered

2.3. Research population

Population is the entire group of people, events or things of interest the researcher wishes to

investigate. Nandi Hills sub- County has approximately 27000 students in 155 secondary schools.

The study population will include 6750 form 4 students, 54 teachers of Kiswahili language, 155

HODs from 155 secondary schools. Form 4 students will be selected in the study because it is them

whose academic performance in Kiswahili composition will be focused upon.

2.4 Sample size and sample techniques

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Sampling is the process of selecting people or objects from a population in order to test the

population or something (Kombo and Tromp, 2006).

The study population will consist 6750 Form 4 students and 54 teachers of Kiswahili Language, 155

HOD in 155secondary schools. To sample students, Krejcie and Morgan’s (1970) table will be used

which is applicable to any defined population. According to the table, to obtain the required sample

size at N=6750, the representative is n=400. Therefore, out of 6750 students, 400 respondents were

selected. This number is divided by the number of schools (400/155) to yield 3. Therefore, three (3)

students will be selected per school using simple random sampling technique. This is to ensure that

each student from the target population have an equal chance of being included in the sample. In

addition, researchers can obtain a representative sample using a sound judgment (Black, 2010). For

that reason, teachers of Kiswahili will be selected using saturated sampling technique because they

are in charge of delivering Kiswahili lessons to students. HODS will be selected using saturated

sampling technique because they are better placed to understand the genesis of the problems

harassing the students with regard to ushairi and insha and have information on available resources

for teaching and learning of Kiswahili in their departments as well as behaviour and attitude of the

learners regarding ushairi and insha.

2.5 Research instruments

Research instruments are tools incorporated to collect data from respondents. Research

instruments for this study will includ use of questionnaire mainly student’s questionnaire and

teacher’s questionnaire, interview schedule for HOD and ushairi and insha tests. The selection of

the tools will be guided by the nature of data that will be collected, the available time as well as the

objectives of this study. a) Teacher’s Questionnaire

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Questionnaires are advantageous because they save time on the part of the researcher and heighten

the independence and accuracy of responses from respondents (Jwan, 2010). Questionnaire will be

used because the study will be concerned with variables that cannot be directly observed such as

views, opinion and feelings of respondents. The teachers’ questionnaire will be administered to Form

4 teachers of Kiswahili Language. The first section will assess the background information of the

respondents as well as establishing the textbook to student ratio; the second will seek to determine

the frequency of use of teaching and learning resources in Kiswahili composition lessons. The third

section will assess the teacher attitude towards ushairi and insha.

b)Student’s Questionnaire

Student questionnaire will be administered to Form 4 students. In this case, other than seeking

student’s views, opinion and feelings, the sample size will also be quite large (400) given the time

constraints, questionnaire will be the ideal tool for collecting data. The first section will assess the

background information of the respondents and investigate textbook to student’s ratio; the second

will seek to establish the frequency of use of teaching and learning resources in ushairi and insha

lessons. The third section will assess the student attitude towards ushairi and insha. Appendix B

presents the study questionnaire for students.

c) Interview schedules for HOD

Interview schedule for the HOD will used to verify the information obtained through questionnaire

relating to the teacher, student and

resource related factors on students’ academic performance in ushairi and insha. HOD interview

schedule will be used because HODs’ are in charge of monitoring the implementation of the

curriculum in schools. The instrument is attached as appendix C.

d) Ushairi and insha test

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The students will do ushairi questions and write insha test that will be essential in establishing the

relationship between the selected factors and students’ academic performance in ushairi and insha.

To maintain KNEC examination testing standards, we will use 2008 KCSE ushairi and insha past

paper. We will do the marking with the assistance of teachers of Kiswahili Language from the

schools under study, using KNEC 2008 ushairi and insha marking scheme. We will mark and award

depending on students’ creativity which will be established at different levels of intelligibility,

correctness, accuracy, fluency, pleasantness, originality, format and length. Students’ grading was

determined by the scores on the above variables. We will do the grading on a scale where 16 and

above out of 20 marks will be considered good performance; 11 to 15 marks as average score; 6 to

10 marks as fair and 0 to 5 marks as poor performance. Ushairi and insha test, the marking scheme

and a sample of marked compositions are attached as Appendix E, F, G 1 and G 2 respectively.

2.6Validity and reliability of research instruments

According to Gall, Borg and Gall (2007), a researcher should carry out a thorough pilot test of

the

Research instruments before using them in a study. The manner in which a

Question is formulated can result in inaccurate responses (Kombo & Tromp 2006); thus wrong

data can be collected. It is therefore important to carry out validity and reliability test for the

researcher to measure what is meant to be measured by gaining consistent results if retested.

Validity is defined as the accuracy and meaningfulness of inferences, which are based on the

research results (Golafsheni, 2005).

i) Validity

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To ensure that the information that will be collected from the field is accurate and reliable, there will
be need to determine face and content validity of the instruments. Face and content validity will be
tested by subjecting the questionnaires and interview schedule to two experts in the Department of
Educational Communication, Technology and Curriculum Studies of University of Eastern Africa,
Baraton who scrutinizes the instruments questions in each of the sub sections and judge their
relevance to the objectives of the study. The feedback obtained will be incorporated in the final
instruments before the actual study

ii) Reliability

According to Kombo and Tromp (2006) reliability is a measure of how consistent the results from a

test are. To ensure reliability of the instrument, we will use the test-retest technique. This will involve

administering the same instrument to the same respondents twice. This will be administered at an

interval of two weeks. A comparison between the responses obtained will be made using Pearson’s

correlation coefficient. If the reliability of the instrument is above 0.8, it is considered to have a good

reliability.

2.7 Data gathering procedures

We the researchers will first develop a proposal under the guidance of our lecturer. We will

seek permission from university of Eastern Africa Baraton Ethics and review committee, before

proceeding to Nandi-Hills sub- county office to obtain permission to visit the sampled schools

for study. Once permission is granted, we will visit each of the sampled schools and seek

permission from the principals and the teachers of Kiswahili language. We will administer the

instruments in person, that is, questionnaires to teachers and students and interview schedule

to HOD. We will make arrangements with the help of Kiswahili teachers, which will give a clear

picture of the students’ academic performance in ushairi and insha.

2.8 Statistical treatment of Data

23
Data will be edited first to inspect the data pieces and identify those items wrongly responded

to, spelling mistakes in the responses and any blank spaces left unfilled by the respondents.

Then using the statistical package for the social Sciences (SPSS), a computer specialist will

analyse the data according to age, sex, class, academic qualifications, professional grade,

teaching experiences, school size and category. The descriptive analysis include the mean and

the range of the student ages. The frequencies and distribution of the responses for all the

tables in the questionnaires will also be tabulated. The mean, median and mode will be

calculated for the various items in the questionnaires so as to acquire the required limits.

Descriptive statistics will be used to answer the various research questions. Frequency

distribution tables will be used to answer the questions regarding the extent of use of various

instructional methods, evaluation techniques as well as various resources in teaching. The

mode will be used to determine the areas in which learners experience problems while learning

Kiswahili. Using the median, we will be in a position to determine the methods considered

effective in improving Kiswahili performance. We will use the mean to answer the question on

the extent to which a teacher(s) teaching load per week will affect their use of various

instructional methods and evaluation techniques.

2.9 Ethical considerations

Ethics refers to the study of standards of right or wrong. It is the part of science and philosophy

dealing with moral conduct, duty, and judgement.

Research ethics refers to the moral principles guiding research from its inception through to

completion and publication of results. Research ethic covers the process of data collection which

24
involved students’ teachers HODs and other relevant personnel aiding this researcher. Observed

respect for the autonomy and dignity of persons, by administering the data collection instruments

to the respondents who were assured that information provided was confidential and was to be

used only for the purpose of the study.

This research tried to maximize benefits while minimizing harm and this was achieved because the

researcher Observed respect for the autonomy and dignity of persons, by administering the data

collection instruments to the respondents who were assured that information provided was

confidential and was to be used only for the purpose of the study

Research questionnaires

Introduction
We are students from The University of Eastern Africa, Baraton seeking to learn more about
factors contributing to poor academic performance in ushairi and insha among students in Nandi
hills sub county. We would love to hear from you how these factors contributing to poor
academic performance in ushairi and insha have affected you in school. Please complete this
short 5-minutes survey to let us know your views. All responses are recorded anonymously so
feel free to provide honest feedback. Your responses will help us improve your teaching and
learning environment.

Instructions: Please indicate your level of agreement with each of the following statements in
your school by marking one of the options. Do not write your name. Your answers
are confidential.

DEMOGRAPHIC VARIABLES
Gender: Male Female
Age: 12-15 years 15-19 years Above 19 years
Religion: Christian Non-Christian
Education level primary level secondary level
Rating scale: 1-4

25
 1. Strongly disagree, 2. Disagree, 3 Agree, 4. Strongly Agree

1. ADEQUACY OF PHYSICAL FACILITIES

Adequacy of physical facilities

Statement Strongl Disagre Agre Strongl

y e e y
Disagr Agree
ee

1 The library has enough capacity and

resources to be used by students

2 The number of classrooms available

are adequate for the current
enrollment

3 The school has enough toilets/

latrines as per the ministry of
education guidelines

4 There are separate toilets/ latrines

for boys and girls

5 The laboratory has adequate sitting

capacity, apparatus and equipments
for all students during practicals

6 text books, revision books,

reference materials are adequate for
all students

7 There are adequate reading tables

8 There is adequate ventilation and

air quality in the facilities.

9 The facilities equipped with the

necessary technology and
infrastructure to support teaching
and learning.

10 The facilities designed to promote a

26
 positive and welcoming learning
environment for students and staff.

2. OVERSTRETCHED STUDENT SUPPORT PROGRAMMES

Statement Strongl Disagree Agre Strongl

y e y Agree
Disagre
e

11 Needy students receive financial support

organized by the school management

12 There is a mentor to guide and model the

character of each learner

13 All students are registered for sports,

games, clubs and societies and their
attendance is followed

14 There is usually a guidance and

counseling session

15 The school departments have programs 3.

for providing academic guidance to
individual students

16 There is a career department to help

students in selection of courses

17 Students themselves play in ensuring that

student support programs are not
overextended

18 All student participate in student

programs

19 Funding and resources allocation

decision impact the availability and
quality of student support program .

20 Individual students do navigate the

challenges of overstretched student
support system

INCREASED TEACHER STUDENT RATIO

27
 Increased teacher student ratio

Statement Strongl Disagre Agre Strongl

y e e y Agree
Disagre
e

21 The government appointment of teachers

is adequate for the student population

22 All subjects have adequate government

appointed teachers

23 The teachers workload is within the

approved government allocation

24 The number of students per class is

manageable and teachers are able to
check and mark all their assignments

25 Teacher know the students and

comfortably attend to their individual
learners

26 The teacher is able to move around and

look at individual work without
restrictions

27 The students have maximum

concentration in class when the lessons
are being tought

28 The students have quality learning

learning from the teachers

29 Teachers have maximum instruction

time.

30 The work given by the teacher is

adequate for the learners due to time
allocated.

28
4. INADEQUATE INFRASTRUCTURE

Statement Strongl Disagre Agre Strongl

y e e y Agree
Disagre
e

31 In class every student his or her own

enough place to sit

32 For boarding students there are adequate

dormitories

33 In dormitories, every student have his/her

own sleeping place

34 The school has enough sanitation

facilities like water

35 The school has adequate open fields for

games

36 The school have enough chairs and

lockers that is adequate to student.

37 The school have steady supply of

electricity that help in learning.

38 The school have enough measures to

ensure the safety and security of students
and staff, such as fencing, cameras, and
security personnel.

39 School maintenance is adequate for

upkeep and repair of the school's physical
infrastructure to ensure that it remains
functional and safe for students and staff.

40 furniture, computers, projectors, and

other technology used in school is
adequate for all students

29
5. TEACHING STAFF

Teaching staff

Statement Strongly Disagree Agree Strongly

Disagree Agree

41 The school has adequate teachers who work

with students as a whole class in a
classroom

42 There are adequate teachers for each subject

43 There are special education teachers

44 The school have teachers qualified and

credential knowledge to deliver content to
students.

45 The school have professional development

opportunities for teachers

46 The school teachers manage to balance their

teaching duties with other responsibilities,
such as grading, lesson planning, and
attending meetings.

47 Teachers differentiate their instruction to

meet the needs of diverse learners,
including those with special needs or
English language learners.

48 School teachers build relationships with

their students

49 Teacher collaboration and teamwork play

help student in achieving higher grades

50 Teaching strategies and technologies used

by teachers engage students and enhance
learning outcomes

30
Research budget

Expense Cost

Buying research instruments 1500/=

Transport 3000/=

Data collection 1000/=

Typing and editing 350/=

Photocopying 300/=

Printing and binding 1000/=

Total 7,150/=

31
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