Influence of Teachers’ Use of Projectors on the Development of Learners’ Kiswahili Language Skills in Public Junior Schools in Luanda Sub-County, Kenya

Abstract

This study examined the influence of teachers’ use of projectors on the development of learners’ Kiswahili language skills in public junior schools in Luanda Sub-County, Kenya. The use of projectors in Kiswahili teaching is essential for the balanced development of learners’ Kiswahili skills in junior schools; therefore, there is a need to appropriately apply projectors in teaching Kiswahili. Guided by Bruner’s Constructivism Theory of 1960, the study adopted a convergent parallel mixed-methods research design, targeting a population of 2681, of which the sample size was 393 respondents comprising Kiswahili teachers, Grade 8 learners, heads of institutions selected by simple random sampling and Sub-county Directors of Education using purposive sampling. Data were collected using structured questionnaires, interviews and observations. The pilot study confirmed the instrument's reliability with a correlation coefficient of 0.78. Quantitative data were analysed using SPSS version 29, while linear regression was used to show the influence between the variables and qualitative data from interviews and observations underwent thematic analysis. Findings revealed that teachers’ use of projectors in classroom teaching had a significant positive influence on learners’ development of reading and writing language skills (? = .451, t = 5.557, p < .001). The study concluded that effective integration of projectors in classroom teaching increases learners’ Kiswahili skills development in line with CBE goals. Ministry of Education should cultivate a culture of ICT integration practices and prioritise the provision of ICT equipment as well as technical training for Kiswahili teachers to enhance the efficient development of learners’ Kiswahili language skills in junior schools.