How Does Technology Influence Students' Motivation Towards Learning Kiswahili Proverbs?

Abstract

The presumed importance of technology in enhancing students' motivation may call for a profound shift in pedagogy. In an attempt to inform evidence-based practice, this study examined the influence of videos mediated instructions on students' motivation towards learning Kiswahili proverbs in a sample of secondary schools of equal ability in Nakuru County, Kenya. A Solomon Four quasi-experiment research design was used. The 436 students who participated in this study had a mean age of 16.2 years (SD = 0 .89) with a nearly equal sex distribution. The 43 five-point Likert type motivation items used were reduced into three dimensions: affective, behavioral, and cognitive by use of factor analytic methods. Regression analyses highlight equivocal effects of technology on these three dimensions of motivation while teacher experience was a notable confounder. Pre-test effects were also evident. The study has important implications for promoting more ambitious teaching methods.

Effect of Video mediated Instruction on Students’ Achievement, Attitudes and Motivation in Learning Kiswahili Proverbs in Kenya

“…Question and answer method creates teacher-learner-content engagement to enhance understanding (Turuthi, 2014). This is because the teacher allows the learner to interact with the content and with one another by allowing questions to go from learner to teacher, learner to learner and teacher to learner (Turuthi, 2014). Turuthi explains that question and answer help the teacher discover students' knowledge beyond recall and comprehension.…”

“…This is because question and answer promotes students' deeper thinking beyond yes and no or remembering facts. Turuthi (2014) recommended that question and answer should be used not as an avenue to demonstrate knowledge but one to gain knowledge.…”

“…Kabaji (2005) equates poor performance in languages to the use of teacher centered methods of teaching. For example, whenever teachers teach some Kiswahili proverbs, they mostly explain the meaning of the proverb by elucidating each of the words making up the proverb, without paying special attention to the cultural context that usually help to arrive at the hidden and intended meaning (Turuthi, 2014).…”

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

“…The report further shows that learners avoid tackling Question 3 due to inability to comprehend the task. Students need to be taught Kiswahili proverbs not only for passing national examinations but for better daily communication, in and out of school, because language use becomes complete when the user is able to communicate through proverbs and sayings (Turuthi, 2014). Kabaji (2005) equates poor performance in languages to the use of teacher centered methods of teaching; views echoed by Mogambi (2011).…”

“…This has led to poor performance in Oral Literature thus pulling down the performance in languages due to the use of teacher centred methods of teaching that are abstract (Kabaji 2005). Furthermore, whenever teachers teach Kiswahili proverbs, they mostly explain the meaning of the proverb by elucidating the meaning of each of the words making up the proverb, without paying special attention to the cultural context that usually help to arrive at the hidden and intended meaning (Turuthi, 2014). As a result, a solution has to be Kabarak j. res.…”