Blending Videos in Teaching and Learning of Oral Skills in Kiswahili in Public Secondary Schools in Kenya

Abstract

The purpose of this study was to taste the impacts of Videos on teaching Oral Skills in Kiswahili in Secondary Schools in Kenya. The study was guided by the following objective; to examine the difference between the Kiswahili performance of students taught using videos and those taught using conventional technique in public secondary schools in Kenya. The Null Hypothesis was tasted, and the Cognitive theory of multimedia learning together with the Social learning theory by Bandura was used. This research was Quantitative research and used a quasi-experimental research design. Spearman Rank Co-relation was used to determine the degree to which each student rank in one set of scores tent to be correlated with a rank on another set of scores. Simple random selection was used to determine the population of the study. The experimental groups were exposed to the videos. The collected data were analyzed using SPSS. It was concluded that provision of Educational videos for teaching in schools had a positive impact on the student’s performance and should be accorded top priority by stakeholders in the education sector. It was also recommended that curriculum planners should encourage the use of video materials in teaching/learning in schools by ensuring the inclusion of their usage in the Kiswahili curricular at all levels. Finally, government, Parents Teachers Association and other stakeholders should strive towards providing video aids/instructional packages to schools for teachers to utilize.