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The MoEST (2006) initiated the integration of multimedia into teaching of Kiswahili grammar aspects so as to enhance the following language aspects: pronunciations, spellings, punctuations, constructing sentences correctly and general appropriate use of Kiswahili language patterns. Though, this has not been achieved as witnessed by students’ low performance on Kiswahili grammar aspects CATs over years among Sub-County secondary schools in Nakuru County, Kenya The objective of the Paper was to determine the differences between students taught Kiswahili grammar aspects using multimedia and those students taught the same content using TTMs on learning achievements on Kiswahili grammar aspects. This Paper employed a causal-comparative design. A sample of 750 participants was drawn from a target population of 12900 subjects. Stratified, purposive and simple random sampling methods were used to select the study sample. Questionnaires and Document Analysis Guide were used to collect quantitative and qualitative data. Piloting was done in three schools to determine the validity and reliability of the research items in two weeks before the commencement of the actual study, whereby the study confirmed that the instruments were valid and reliable; the students’ each was computed separately using Cronbach’s Alpha Formula internal consistency and students’ alpha coefficient yielded an alpha of 0.75 which were considered adequate for the study. Mean and standard deviations were used to analyze quantitative data while independent T-tests were used to test the hypothesis so as to find out the differences between the two means on performance on Kiswahili reading comprehension between the two groups. Quantitative data was presented and interpreted in frequency table distributions, bar graphs and pie-charts. The findings of the study established that multimedia enhances learning achievements on Kiswahili grammar aspects. The t-test findings also indicated that there was a statistical significant difference in favour of the multimedia group students it was concluded that the use of multimedia in teaching Kiswahili grammar aspects increases learning achievements on Kiswahili grammar aspects.
studies suggest that those who are highly educated, employed in professional and white-collar occupations, young or elderly, childless couples, or interested in cultural activities of the city tend to have positive attitudes towards city living and are more likely to be living in urban environments. Certainly, some real or perceived improvements in the conditions of urban living that are now deemed unsatisfactory-such as a decrease in the crime rate-would probably serve to enhance
Ministry of Education initiated the integration of computer technologies in teaching of school curriculum in order to enhance quality of education in Kenya. Poor performance in Kiswahili grammar aspects has
The MoEST (2006) introduced the integration of computer aided instruction into teaching of Kiswahili reading comprehension so as to enhance the following language aspects: read fluently and comprehend the passage, and increase performance on Kiswahili reading comprehension. However, this has not been realized as evidenced by students’ low performance on Kiswahili reading comprehension CATs over years among Sub-County secondary schools in Nakuru County, Kenya The objective of the Paper was to determine the differences between students taught Kiswahili reading comprehension using CAI and those students taught the same content using TTMs on Kiswahili reading comprehension. This Paper employed a causal-comparative design. A sample of 839 participants was drawn from a target population of 13290 subjects. Stratified, purposive and simple random sampling methods were used to select the study sample. Questionnaires, Interview Schedules and Document Analysis Guide were used to collect quantitative and qualitative data. Piloting was done in three schools to determine the validity and reliability of the instruments in two weeks before the commencement of the actual study, whereby the study confirmed that the instruments were valid and reliable; the reliability of teachers’ and students’ each was computed separately using Cronbach’s Alpha Formula. Teachers’ alpha coefficient yielded alpha of 0.77 and students’ alpha coefficient yielded an alpha of 0.79 which were considered reliable for the study. Mean and standard deviations were used to analyze quantitative data while independent T-tests were used to test the hypothesis so as to find out the differences between the two means on performance on Kiswahili reading comprehension between the two groups. Quantitative data was presented and interpreted in frequency table distributions, bar graphs and pie-charts while Qualitative data was summarized into similarities and differences and analyzed in themes and text. The findings of the study established that computer aided instructions improve performance on Kiswahili reading comprehension. The t-test findings also indicated that there was a significant statistical differences in favour of the CAI group students it was concluded that the use of CAI in teaching Kiswahili language enhances performance on Kiswahili reading comprehension.
The Ministry of Education introduced the infusion of computer assisted-instruction in teaching of school curriculum in order to improve quality of teaching and learning among secondary school students in Kenya. Poor learning achievements in Kiswahili language skills has been witnessed for some time, among majority students in sub-county secondary schools in Nakuru County, Kenya. The infusion of CAI in the instruction of Languages, helps to transform ordinary classroom instruction strategies in order to enhance students' learning achievements. The purpose of this study was to determine the difference in performance in Kiswahili language skills between students, taught Kiswahili subject using CAI and those students taught the same content using TTMs. The main objective was to develop a theory explaining the use of CAI on performance in Kiswahili language skills. This study was guided by Constructivist Learning Theory and employed a causal-comparative design. This study was conducted in public sub-county secondary schools in Nakuru County,
What man can do women can do better. A women entrepreneur depicts the balance between home and office done very effortlessly. Technically, a "women entrepreneur" is any women who organizes and manages any enterprise, usually with considerable initiative and risk. However, quite often the term "women-owned business" is used relative to government contracting
… Nairobi, Kenya July 20-22, 2011
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