Attitude Factors Affecting Teachers’ Use of Short Stories in the Teaching of Kiswahili Grammar in Secondary Schools in Nandi North Sub-County, Kenya

Abstract

This study investigated attitude factors affecting teachers' use of short stories in the teaching of Kiswahili grammar in Secondary Schools in Nandi North Sub County, Kenya. The design for this study was descriptive survey. The total target study population was 50 Kiswahili language teachers in Secondary Schools in Nandi North Sub-County, in Kenya. Sampling was done through stratified and simple random sampling techniques to arrive at 50% of the target population. A total of 15 Kiswahili language teachers (n=15) respondents participated in the study. Data was collected through the use of questionnaires for teachers. The data was analyzed using descriptive statistical methods such as frequencies, and percentages. The study found out that very few teachers used short stories in teaching Kiswahili grammar. The research found out that teachers' attitude towards use of short stories in teaching and learning Kiswahili grammar was positive. Based on the findings, the study recommends that teachers should use short for effective Kiswahili grammar teaching.

Non-native speakers’ attitudes towards the use of short Arabic stories in language classes

“…Short stories are also a good context for teaching grammar. For example, Lihanda and Agufana (2017) found that although few of their sample of teachers used short stories to teach Kiswahili grammar, the teachers had a positive attitude towards their use, and the study recommended that teachers should use them for effective Kiswahili grammar teaching. The culture load found in storytelling can be regarded as another advantage of using short stories.…”

“…In terms of learning vocabulary, the findings of Dolma and Boonprasitt (2016) supported the results above in the sense that the use of the self-collection vocabulary strategy in short story reading significantly enhanced the vocabulary of seventh grade Bhutanese students. As well as vocabulary, stories are also known to enhance grammar study (Lihanda & Agufana, 2017) and reading comprehension and, therefore, they should be given preference in teaching (Al-Dersi, 2013). Table 2 shows the responses to the five items measuring their visit to the library and buying and exchanging stories.…”