Mtaala Mpya na Utendaji Wa Wanafunzi wa Kiswahili Katika Shule za Upili Mjini Mbarara

Abstract

This research was about the impact of the new curriculum on the performance of Kiswahili students in secondary schools in Mbarara town. This study aimed to explain how the new curriculum is implemented in schools, identify the challenges faced by Kiswahili students and teachers in the teaching of the new curriculum and clarify the ways used to address the challenges posed by the new curriculum. In this study, the researcher will be inspired by the theory of learning discovery. This theory was developed by Bruner (1966). According to Bruner, the theory of cognitive learning holds that it is good for students to learn by relating what is being taught to the context of reality. The use of materials in teaching and learning can bring realism and thus guide students to innovate on their own and make grammar easier faster. This research will be conducted because it is believed that when the new curriculum is used in an efficient manner, it can improve the teaching and learning of Kiswahili in secondary schools. The research approach in this work will be descriptive. The researcher will be carefully explaining, explaining, reviewing, innovating, conducting experiments, interpreting the information he will obtain through this study design. The researcher went to the field to conduct interviews with the respondents as well as disseminating the arguments. In total the researcher had 90 respondents. This figure was achieved by appointing 4 Kiswahili teachers and 26 Kiswahili students from each school so a total of 90 researchers will be selected from three schools. This research required 90 respondents. Research of this kind strongly emphasizes the use of accurate measurements and data analysis using data available in the field through interviews, and arguments. This kind of research can also be done by analyzing existing data statistics without going to the field. However, according to this study, the researcher will go to the field to collect data that he analysed. This research concluded that the new Kiswahili curriculum is closely related to the academic performance of Kiswahili literature students. However, to effectively implement the new curriculum, it is the responsibility of headteachers, teachers, parents, students, the government, and the central curriculum authority to come together with a common goal. It suggested that the Ministry of Education should ensure that teachers receive additional education regarding the changes in the new curriculum to acquire the skills and abilities to teach effectively. When teachers receive extra education, they gain skills and enthusiasm for advancing the new curriculum, which results in improved exam performance for students because they receive proper guidance from their teachers. Perhaps school leaders should make efforts to ensure they have purchased textbooks and other materials, such as teacher guides that explain the textbooks.