EFFECT OF VIDEO MEDIATED INSTRUCTION ON STUDENTS’ MOTIVATION, ATTITUDE AND ACHIEVEMENT IN LEARNING KISWAHILI PROVERBS IN SECONDARY SCHOOLS IN NAKURU COUNTY, KENYA.

Abstract

The importance of Kiswahili in Kenya’s secondary school curriculum cannot be underestimated. Scholars agree that Kiswahili language and literature would be incomplete without proverbs because they contain wisdom and advice concerning life. Proverbs form an integral part of the language and therefore the need to integrate them in learning. Kiswahili proverbs are taught mostly by explaining the meaning of each of the words making up the proverb. As a result, the performance of students in Kiswahili in KCSE in Kenya is wanting. Technology is a catalyst of new pedagogical change and thus, teachers have a duty to use it in different learning environments. This study intends to find out the effect of video mediated instruction on students’ motivation, attitude and achievement in learning Kiswahili proverbs in secondary schools in Nakuru County, Kenya. The study will be guided by the constructivist learning theory. It will employ Quasi-Experimental research design involving Solomon Four Non-Equivalent-Group Design with a pre and post-test. Purposive sampling will be used to select four schools of equal ability, select a form, followed by a random assignment of streams to two experimental groups (A and D) and two control groups (B and C). Data will be collected using Students’Achievement Test, Students’ Motivation Questionnaire and Students’ Attitude Questionnaire. Test questions on the taught proverbs will be used to measure students’ achievement. Questions on Students’ Attitude will be used to measure students’ attitude while questions on Students’ Motivation will be used to measure students’ motivation towards learning Kiswahili proverbs. Data will be analyzed using one-way ANOVA and with SPSS version 22. To compare the mean of A and B, an inferential T-test will be used. The study findings will determine if video mediated instruction have – at 0.05α level – a statistically significant effect on students’ motivation, attitude and achievement in Kiswahili proverbs and if there is gender parity in the outcome. The study will recommend a countrywide research on the same.