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European Journal of Foreign Language Teaching ISSN: 2537 - 1754 ISSN-L: 2537 - 1754 Available on-line at: www.oapub.org/edu Volume 2 │ Issue 3 │ 2017 doi: 10.5281/zenodo.1041980 RELATIONSHIP BETWEEN MULTIMEDIA AND LEARNING ACHIEVEMENTS ON KISWAHILI GRAMMAR AMONG SECONDARY SCHOOLS IN NAKURU COUNTY, KENYA Abobo Francisi Doctorate Student, School of Education, Department of Educational Management, Policy and Curriculum Studies, Specialising in Curriculum Development, Kenyatta University, Kenya Senior Tutor – Tambach TTC Abstract: 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 SubCounty 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 causalcomparative 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 Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 88 Abobo Francis RELATIONSHIP BETWEEN MULTIMEDIA AND LEARNING ACHIEVEMENTS ON KISWAHILI GRAMMAR AMONG SECONDARY SCHOOLS IN NAKURU COUNTY, KENYA 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. Keywords: relationships, multimedia, learning achievements, Kiswahili grammar aspects and among secondary schools in Nakuru County, Kenya 1. Introduction Abilasha (2014) pointed out multimedia program was initiated in 1980s for language teaching in secondary schools with the employment of films, televisions, over-head projectors, video tapes, audio cassettes and lastly computers as learning devices. Currently, tutors are using multimedia to teach learners in secondary schools. With the implementation of information technology, many language skills are being instructed applying multimedia programs as teaching devices which were started in the form of a drill-and–practice in 1990s. Presently many tutors for language teaching are employing multimedia program in the teaching of language skills such as: grammar, speaking, listening and writing skills. Multimedia have variety of teaching formats such as slides, still images, text and audio-visual and videos aids. Multimedia presentations are important in the instruction of grammar skills. The application of multimedia make tutors teaches their lessons using components like: power point, and ready-made CDs available for teaching of languages. This encourages students to heighten grammar aspects. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejfl/article/view/1160 European Journal of Foreign Language Teaching - Volume 2 │ Issue 3 │ 2017 89