Browsing by Author "Mune, C.W"

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Educational Implication of ‘Sheng’ In The Learning of Kiswahili Among Secondary Schools Students in Kenya: A Case Study of Kirinyaga County.
(Chuka University, 2016-10-20) Mune, C.W
In the recent past Kiswahili has been hit by a wave of ‘Sheng’ speakers who are mostly adolescents and young adults. Use of Sheng has raised significant linguistic and pedagogical questions associated with the attainment of Kiswahili proficiency. While some people have advocated the growth of ‘Sheng’ as an indication of societal growth in Kenya, others, including scholars, researchers and educationists are on the opinion that the spread of this code impacts negatively on the learners in Kenyan schools and should be left to hip hop musicians, public transport touts, drug peddlers and school drop outs. In the education circles, the code is gangster slang, a secret code associated with social misfits, is fluid and not easy to understand. It interferes with standard Kiswahili and has negative effects on formal education. In Kenya, language policy has come to mean political pronouncements, government statements, and recommendations by Educational Commissions which are rarely implemented. The study was guided by Inter-language theory by Selinker. Study sample consisted of 9 schools, 368 form three students and 40 teachers. Sample populations were obtained through purposive and stratified sampling. Research showed that the code has interfered with formal language learning inside the classroom since students fail to mark the boundaries between ‘Sheng’ and standard Kiswahili and thus continue to show incompetence in writing and speaking. Also, it has interfered with the performance of students in national examinations especially in sentence constructions. Students regarded sheng as a tool to distinguish themselves from their parents whom they perceive as living in the past. Findings show that ‘Sheng’ has to do with lack of clarity in Kenya’s language policy. The paper recommends specific researches on the language situation in Kenya especially as far as the spread of ‘Sheng’ and its impacts on education are concerned
Influence of Religious Education Teaching On Character Development Among Students in Secondary Schools: A Case Study of Kirinyaga County,
(Chuka University, 2016-10-20) Mune, C.W
The scenario in which irrational behavior has dominated the character of the Kenyan youth has brought to contention whether the moral well-being of the youth is on a downward trend suggesting that either the teaching of moral values through C.R.E is defective or the Kenyan education system as a whole is defective. The moral character of the Kenyan secondary school student in the wider society has become an issue of concern in the recent past. Previous research reported that Kenyan students’ moral standing and general conduct in the wider society reflects lack of acquisition of skills necessary to deal with challenges in the current society. Little attention has been given to the correlation between the teaching-learning of CRE and acquisition of requisite skills. It’s against this background that the researcher investigated the influence of religious education on character development among students. The study was guided by Kohlberg's theory of moral reasoning which has strong implication to moral education. Descriptive survey design was used to conduct the research using ten schools, ten CRE teachers and 380 CRE students in the sampled schools. Information was collected by use of questionnaires and interview. Data was analyzed using frequency distribution tables, percentages, and bar graphs. Findings revealed that teachers rarely used the elements of skill acquisition in delivery of the content that could enable the learner make accurate moral decisions. Also, the curriculum and the syllabus guides do not elaborate on the elements of moral values teachers ought to use during C.R.E content delivery. For CRE teaching to be to be productive to an individual, the syllabus must be organized into a logical whole. This calls for systemat