The Relationship between the Extent of Implementation of Kiswahili Curriculum in Secondary Schools in Vihiga County and Student Kiswahili Achievement

Abstract

Effective curriculum implementation is essential for the realisation of set objectives. This study examined the relationship between extent of implementation of Kiswahili curriculum in secondary schools in Vihiga County and student Kiswahili achievement and attitudes towards Kiswahili. The study used ex-post facto research design. Probability sampling approaches were used. 98 students from national schools were selected, 105 from Extra-county schools and 140 from County schools Research instruments included; questionnaires, document analysis schedule, Test re-test method was used to determine the reliability of the evaluation results. Data was analysed using frequencies, means and standard deviations. t test for significance of r and ANOVA were used to test hypotheses. The following are the main findings of the study. (1) There is a relationship between the extent of implementation of the Kiswahili curriculum and student Kiswahili achievement. (2) There is a relationship between the extent of implementation of Kiswahili curriculum and student attitudes towards Kiswahili and (3) There is a relationship between student attitudes towards Kiswahili and their Kiswahili achievement. Tests of hypotheses produced the following results: (1) There is a significant difference between mean Kiswahili achievement scores of students in schools with different levels of curriculum implementation . (2) There is a significant difference between mean attitude towards Kiswahili curriculum scores of students in schools with different levels of curriculum implementation and (3) There is a significant relationship between student attitudes towards Kiswahili and student Kiswahili achievement.