An Assessment of Pedagogical Approaches Used in Developing Oral Skills in Kiswahili in Public Junior Schools in Baringo Central Sub County, Kenya

Author

Korir Sarafina Jepkures, Dr. Rachel Koross, Dr. Roseline Koskei

Abstract

 Competency-Based Education (CBE) in Kenya emphasizes learner-centred approaches that promote the development of practical communication competencies. However, concerns remain regarding learners’ ability to communicate effectively in Kiswahili, particularly in oral skills. This study evaluated the pedagogical approaches used in developing Kiswahili oral communication skills among learners in public junior secondary schools in Baringo Central Sub-County, Kenya. The study employed a descriptive survey design using a mixed-methods approach. Data were collected from learners, Kiswahili teachers, and Heads of Department using questionnaires, classroom observation checklists, interview schedules, and document analysis. Quantitative data were analysed using descriptive statistics and Analysis of Variance (ANOVA), while qualitative data were analysed thematically. The findings showed that group discussions, debates, question-and-answer sessions, and oral presentations were commonly used, while storytelling and role play were less consistently implemented. Learners demonstrated generally low to moderate levels of oral communication competency, with difficulties in fluency, pronunciation, vocabulary use, confidence, and participation. ANOVA results indicated no statistically significant differences in learners’ oral communication competency across the pedagogical approaches (p > .05). Learners expressed mixed perceptions of the approaches, with some reporting that the methods were enjoyable and improved their speaking abilities, while others reported limited opportunities for active participation. Major implementation challenges included fear of making mistakes, lack of confidence, limited vocabulary, mother tongue interference, large class sizes, and limited individualized feedback. The study concludes that although interactive pedagogical approaches are used, their inconsistent implementation limits their contribution to the development of Kiswahili oral communication competency. The findings provide useful evidence for Kiswahili teachers, school leaders, curriculum developers, and policymakers in strengthening learner-centred oral language instruction under CBE.

Keywords

Kiswahili; oral communication competency; pedagogical approaches; learner-centered instruction; Competency-Based Education; junior secondary schools

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References

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