Effect of Regular Practice on Kiswahili Summary Writing in Secondary Schools in Kenya: A Case of Voi Sub-County.

Abstract

The study investigated factors that affect performance in Kiswahili summary in Voi Sub-county of Taita-Taveta County. The need of the study was based on the fact that Kiswahili Summary is an area faced with challenges. The main purpose of the study was to investigate the teaching of Kiswahili Summary in secondary schools. The objectives of the study were; to assess the teaching of skimming and scanning skills in reading and writing, the attitudes of the learners and teachers in learning and teaching of Kiswahili Summary. The theoretical framework was based on Vygotsky’s Language and Thought theory and that of Chomsky’s theory of Approach to Language which was adopted by Luttrell which dealt with language development following certain rules. The study employed descriptive research design. The area of study was Voi Sub-County. The target population included teachers of Kiswahili, Heads of Department of Language and the students from all the four Provincial Mixed Schools. Stratified, purposive and sample random samplings were used. There were 3741 students but the study used 263 students in Form 2 and 3 classes, 12 teachers of Kiswahili and Four heads of department. The study used both Primary and Secondary data. Data was gathered through questionnaires and documentation. The questionnaires were the main source of Primary data. Data from questionnaires were analyzed and recorded by use of frequency tables, figures and percentage using descriptive statistics. The study established that regular practice in summary writing enabled the learners to perform well. The study also recommended that teachers should engage learners in regular practice in summary writing.