Browsing by Author "Odeo, Isaac Ipara"

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Language Attitudes and Kiswahili Language Learning in Primary Schools in Kenya
(Journal of Education and Practice, 2020-07-31) Wamalwa, Eric W.; Mohochi, Ernest Sangai; Odeo, Isaac Ipara; Miruka, Frida A.
Kiswahili and English are two important languages taught and examined at the national level in Kenya’s education system. Students’ academic performance in the subjects keeps varying in national examinations. Different from English, however, poor performance in Kiswahili is more often associated with negative attitudes. Nevertheless, empirical validations have in most cases, not been established. The present study explores pupils’ attitudes toward Kiswahili in the context of second language learning in Siaya County of Kenya. The study is anchored on the assumption that although language attitudes play a big role in second language learning and development, primary school pupils have often been neglected in the investigation of language attitudes despite the fact that Kiswahili language learning and teaching begins at that level. A sample size of 360 class eight pupils randomly picked from 18 primary schools of Siaya County participated in the survey. Data collection was by use of attitude questionnaires and, analysed by mixed method approach. Results showed that primary school pupils had positive attitudes towards Kiswahili. The attitudes were due to the communicative and integrative functions of Kiswahili. Pupils however indicated that English remained instrumental to their academic and future pursuits. Consequently, Kiswahili was not accorded the same weight as English, which in turn influenced negatively Kiswahili language learning. The study calls for creation of awareness about the instrumental value of Kiswahili language to learners. This be done, from the early stages of their academic development. Moreover, it recommends that the culture of using grammatical language by learners be encouraged, as much as it is possible. This will serve to improve their Kiswahili language skills and contribute to good performance.
Language of Instruction under the Competency-based Curriculum of Kenya: Policy, Practice and Performance
(The International Journal of Humanities and Social Studies, 2021-11-01) Odeo, Isaac Ipara; Ongeti, Karren Ohanga; Abenga, Elizabeth
In Kenya, the educational language policy stipulates that the language of instruction in lower primary Grade 1 to 3 in rural settings should be the learners’ First Language or Mother Tongue. In urban settings, the language of the school’s catchment area (usually English or Kiswahili) should be used as the language of instruction in Grade 1 to 3. Kiswahili and English are to be taught as subjects. English becomes the medium of instruction in all settings from Grade 4 onwards. This policy creates problems for teachers and learners considering that Kenya is linguistically heterogeneous. The purpose of this study was to establish the actual language practice in lower primary school Grade 1 to 3 in relation to declared policy and to evaluate its relationship with learners’ academic achievement. The objectives of the study were to establish the actual status of educational language policy and language practice in lower primary schools; to assess the relationship between the language of instruction and English subject scores of learners at Grade 4; to assess the relationship between the language of instruction and Mathematics subject scores of learners at Grade 4. The study area was Kakamega County, which was selected based on being a county with a fair mix of urban, rural and semi-urban schools. The study adopted a correlational design. The study population comprised 1,120 primary schools and 10,767 Grade 4 learners. Multistage sampling was used to select a sample of 175 schools from the population. Questionnaires were administered to 75 teachers and mean scores of Grade 4 assessment results were obtained from 1,076 learners from the sampled schools as part of a different, larger study. The data were analysed using descriptive statistics. Inferential statistics were used to test the hypotheses. The findings of the study indicate that there is a gap between policy and practice in lower primary school. The study revealed that there is a strong correlation between the language of instruction at lower primary school and learners’ academic achievement at Grade 4 in English and in Mathematics subjects. A policy shift is recommended to unify the language of instructions in the new CBC framework. This is imperative for equality of outcome in the learners’ Grade 4 school-based assessment under the CBC
Mielekeo ya Lugha na Ruwaza za Matumizi ya Lugha ya walimu wa Kiswahiliwa shule za msingi
(KIBU, 2020-01) Wamalwa, Eric Walela; Mohochi, Ernest Sangai; Odeo, Isaac Ipara
Mielekeo ni moja kati ya dhana za taaluma ya sayansi-tabia iliyoshughulikiwa na watafiti kwa zaidi ya karne moja iliyopita. Mielekeo imefanyiwa uchunguzi mwingi na matokeo yake kuchapishwa katika taaluma za saikolojia, isimujamii na saikolojia jamii ya lugha (Kircheri, 2010). Kwa kuwa tafiti hizo zilifanywa kwa misingi ya taaluma mbalimbali, hakuna fasili ya moja kwa moja ya mielekeo. Hata hivyo, fasili zifuatazo zitaufaidi uchunguzi huu.