Teacher’s Perceptions on the use of Mother tongue as a Medium of instruction in Early Childhood Education Mumbuni Zone, Machakos County, Kenya

Abstract

This study sought to find out the attitude of preschool teachers towards teaching and use of mother tongue as a language of instruction. Evidence from the study shows that English, Kiswahili are commonly used for instruction but Mother tongue is least preferred for instruction. The use of mother tongue is supposed to be applied in Early Childhood programmes, preschools and the lower primary classes. The purpose of this study was to study the perception of teachers on the use of mother tongue as a medium of instruction in public preschools, in Mumbuni zone Machakos County. The study sought to achieve the following objectives, to; establish preschool teachers perception on the use of mother tongue as a medium of instruction in early childhood learning in Mumbuni Zone, to assess the teachers utility of mother tongue in teaching in early childhood learning in Mumbuni zone and to assess the perception of teachers on the teacher training programmes in Mumbuni zone. The target population was 45 public preschools, 45 head teacher and 113 teachers. The sample size included 32 preschools, 32 head teachers and 81 teachers. The respondents were sampled using simple random sampling through the use of table of random numbers. The study employed descriptive survey research design. Qualitative and quantitative data were collected using interview schedules for head teachers and questionnaires for teachers. A reliability level of 0.84 for the questionnaire was established through test re-test method while validity of the research instrument was checked through pilot study. Quantitative data from the questionnaires were coded and analyzed using the SPSS. The study used correlation analysis to determine the relationship between the variables at a set significant level of 0.05. Frequency tables and bar graphs were used to summarize the data obtained. Qualitative data from interview schedules were categorized in themes. Some were converted into frequencies and percentages while others were reported verbally. Most teachers perceived that the language policy implementation in regard of mother tongue policy fails to identify materials to support learning and therefore was less support from the public stake holders such as parents. The study concluded that some teachers had a negative perception on the use of mother tongue as a medium of instruction. The study recommended that the Ministry of education should formulate strategies that would foster the implementation of mother tongue use as a medium of instruction.