Attitude has been considered to play a major role in second language learning. Learners’ tendencies to like or dislike a subject affected their overall performance. The study examined the relationship that existed between students’ attitudes and Kiswahili language performance as well as the relationship between gender and attitude towards Kiswahili. The study employed a cross-sectional survey design. A simple random sampling procedure was used to select 45 schools, 343 students and 121 teachers of Kiswahili. The research instruments included questionnaires for teachers, an attitude scale for students, and document analysis guide and the Kiswahili achievement test. The test re-test method was used to ascertain the reliability of the instrument’s results. Descriptive data were analysed by use of means, standard deviations, and percentages, while inferential data were analysed by use of t-test for significance of r and Independent Sample T-tests. The study findings established that there was a significant relationship between student attitude and Kiswahili subject performance. Students with positive attitudes performed better than those who held negative attitudes towards the subject. Regarding gender and attitude, it was evident that the Female students exhibited a positive attitude towards Kiswahili as compared to their male counterparts. Additionally, female students performed better in the Kiswahili subject, but the difference was non-significant. The study recommended that teachers needed to come up with teaching methods that would foster positive attitudes among students, like engaging students in co-curricular activities, symposiums, debates, and dramatising set-books, among others.

Effective curriculum implementation is essential for the realisation of set objectives. This study examined the relationship between the extent of implementation of the Kiswahili curriculum in secondary schools in Vihiga County and student Kiswahili achievement and attitudes towards Kiswahili. The study used an Ex-Post Facto research design. The target population included secondary school students. Probability sampling approaches were used. Ninety-eight students from national schools were selected 105 from Extra- County schools, and 140 from County schools. Research instruments included; questionnaires, achievement tests, and an attitude scale for students. The test-retest method was used to determine the reliability of the evaluation results. Data were analysed using frequencies, means and standard deviations. ANOVA was used to test hypotheses. The study concluded that the Kiswahili curriculum was implemented to some extent in Vihiga County. Students’ performance was influenced by the extent of Kiswahili curriculum implementation. Students performed well where the curriculum was implemented to a large extent. Consequently, it was established that there was a relationship between students’ attitudes and the extent of Kiswahili curriculum implementation. Students tended to have positive attitudes towards Kiswahili, where the curriculum was implemented to a large extent. The study recommended that teachers needed to come up with new teaching methods that would focus on improving the performance of students in Kiswahili subjects. This could be achieved through regular in-service training programs that were diversified to accommodate various needs of teachers coming from different schools.