The effect of non-verbal cues on pupil participation during the teaching of Kiswahili by Tambach Trainee-Teachers

Duke Josphat Mayieka Kinanga *, Patrick A Kafu and Agnes Oseko

Department of Curriculum Studies, University of Eldoret, Kenya.
 
Research Article
International Journal of Science and Research Archive, 2024, 12(02), 2007–2018
Article DOI: 10.30574/ijsra.2024.12.2.1415
Publication history: 
Received on 01 June 2024; revised on 10 August 2024; accepted on 12 August 2024
 
Abstract: 
The main objective of this study was to analyze the effect of non-verbal cues on pupil participation during the teaching of Kiswahili by trainee-teachers. The research adopted a descriptive survey design, based on the Coordinated Management of Meaning (CMM) theory, and involved Kiswahili teachers, teacher-trainees of Kiswahili language and pupils of selected primary schools in Uasin Gishu and Elgeyo Marakwet, Kenya. A purposive sampling technique was used to single out Kiswahili tutors for a Focus Group Discussion. Stratified random sampling method was then used to select 234 trainee-teachers and 210 learners. Questionnaires, observation schedules and Focus Group Discussion (FGD) were used to collect the data which was then analyzed using SPSS to form descriptive statistics, frequencies and percentages. Lastly, the data was presented descriptively and graphically as tables, graphs and charts. The findings uncovered that the use of non-verbal cues actively encourages student interaction and draws their attention into the subject matter being addressed. Hence, this research is anticipated to help improve the teaching and performance of Kiswahili, build a suitable teacher-student bond in the language classroom, further develop the cognitive abilities and heighten the learning capabilities of pupils by using non-verbal communication.
 
Keywords: 
Non-verbal cues; Trainee teacher; Trainee; Teachers
 
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