Integrating Audio-Visual Techniques in Kiswahili Oral Skills Instruction

Implications for Teaching and Learning Public Secondary Schools in Kenya

Abstract

Educators endeavor to enhance the learning experiences by incorporating innovation and student-centered methods. Different instructional techniques are embraced in the process of learning Kiswahili yet the performance is still low. The purpose of this study was to assess the effectiveness of Audio-visual in teaching and learning of Kiswahili. The study was guided by the following objectives: to examine the difference between the Kiswahili performances of students taught using Audio-visual and those taught using conventional technique in public secondary schools in Kenya. The population of this research comprised of 571 form two students. The study was guided by Cognitive Theory of Multimedia Learning by Richard Mayer. This study employed Quantitative research design thus positivism philosophical paradigm. It utilized a quasi-experimental research design; instruments used were Pre-test and the Post-test of both the control group and the experimental group and content validity was used. Null hypothesis was tested at P ≤ 0.05 Spearman Rank Co-relation was used to determine the degree to which each student's rank in one set of scores tends to be correlated with a rank on another set of scores. Two-tailed tests were used to measure the significant difference in means between the groups. Simple random sampling was used to determine which class were the experimental group and the control group. Based on the findings of the study, it was evident that the mean scores in Control group was 41.7 (SD = 15.8), whereas the mean in Experimental group was 54.1 (SD = 16.3). A Welch two-sample t-test results showed that the observed difference was statistically significant, t (1138.5) = -13.013, p < 2.2e-1616.The results from the first independent t- test for Kiswahili scores indicated that indeed there is a significance difference between the mean of those students who used the conventional means and those students who used the Audio-visual. The mean score for the pre-test was 46.2 (SD=17.9), while the mean score of post-test was 60.8 (SD=10.1). The t-test results t (312.19) = p < 0.0001 and a at P ≤ 0.05 level revealed that the difference lies in the interval of.The Spearman's rank correlation rho = 0.5521, with a p-value < 2.2e-16. It was therefore, concluded that the provision of Educational Audio-visual for teaching in schools has a positive impact on the student’s performance and should be accorded top priority by stakeholders in the education sector. The study recommended that curriculum planners should encourage the utilization of Audio-visual materials in teaching/learning in schools by ensuring the inclusion of their usage in the Kiswahili curriculum at all levels.