Influence of teacher’s subject matter knowledge on students ‘academic achievement of Kiswahili language in public secondary schools in Kathonzweni sub-county, KENYA
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Date
2017Author
Kiamba, Elizabeth Welu
Mutua, Francis
Mulwa, David
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Kathonzweni Sub County has been posting poor results in Kiswahili language. This prompted the
researchers to undertake a study in the Sub County. The purpose of the study was to investigate the
influence of teacher’s subject matter knowledge on students’ academic achievement in Kiswahili
language. This study was guided by Teacher Efficacy theory. The study was conducted in
Kathonzweni Sub County, Kenya. The target population comprised of 60 Kiswahili teachers and 39
principals in all the 39 public secondary schools in the Sub County. The sample size was all the 39
principals and 60 Kiswahili hence Census Survey. Questionnaires for principals and teachers were
used as instruments of data collection. The objective of the study was; to establish the influence of
teacher’s subject matter knowledge on students’ academic achievement in Kiswahili language in
public secondary schools in the Sub County. Both questionnaires were piloted for reliability and
yielded on Chronbach Alpha Coefficient of 0.833for principal’s questionnaire and 0.838 for teachers’
questionnaire. The data collected was quantitatively analyzed using Statistical package of Social
Sciences (SPSS).Pearson Correlation was used to establish relationships. The findings established
that; a teacher’s subject matter knowledge had significant influence on students’ achievement on
Kiswahili language (r=0.618, p-value=0.000). The findings of the study may be useful in advising the
Ministry of Education (MOE) on ensuring thorough grounding of teachers in teacher training
colleges and universities to produce fully baked Kiswahili teachers.
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- School of Education [203]