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

Abstract

Kiswahili is an important subject in Kenya’s secondary school curriculum. The mean score of students in Kiswahili at KCSE has gradually declined from 46% in 2010 to 36% in 2015. This decline is a worrying trend. Proverbs, an integral part of Kiswahili, are not well taught, which partly explains the decline in performance. Video-Mediated Instructions (VMIs) are thought to be a catalyst of new pedagogical change and may help address this deficiency. The current study sought to establish the effect of VMIs on students’ validated measures of motivation, attitude and achievement in learning Kiswahili proverbs in secondary schools in Nakuru County. The objectives of the study were to: Establish the effect of VMIs on various aspects of students’ motivation; determine the effect of VMIs on various components of students’attitude, and examine the effect of VMIs on students’ achievement in Kiswahili proverbs. The data generated from the study informs understanding on how best to improve students’ performance in KCSE. A Quasi-experiment and Solomon Four Group Design were used. The studied population comprised Form Two students in extra-county single gender and boarding secondary schools in Nakuru County, Kenya. Purposive sampling was used to select eight schools (a boy and girl school in each group). A total of 436 students were studied. At the onset, a pre-test was administered to experimental Group A and control Group B. The students were taught the same sixteen proverbs. In the experimental groups A and D, VMIs was used while the teacher-centred teaching method was used in the control groups B and C for a period of eight weeks. Data was collected using a Students’ Achievement Test, Student Motivation Questionnaire and Students’ Attitude Questionnaire. Items in these research tools were extracted from previous studies, pilot tested in schools with similar characteristics as those of this study and their psychometric properties identified. A post-test was administered to all the four groups. Data were initially analyzed using appropriate tests of differences (parametrics and non-parametric). A GLM was used to identify the confounders. SPSS and STATA computer softwares were used to conduct analyses. Hypotheses were accepted or rejected at a significant level of ρ < 0.05. The study found that VMIs demonstrated a statistically significant effect on students’ achievement but no demonstrable effect on different aspects of either motivation or attitude. Further, students’ gender and teacher experience were important confounders of students’ outcome. Teachers are advised to consider VMIs as a viable method to improve students’ achievement. Teachers should take caution when considering motivation and attitude as drivers of performance in the presence of VMIs. The study recommends continuous teacher education in the face of technology.