Viwango vya Matumizi ya Ufundishaji Mahuluti katika Ufundishaji na Ujifunzaji wa Kiswahili katika Vyuo Vikuu vya Umma Nchini Kenya

Abstract

SWAHILI
Lengo la makala hii ni kubainisha kiwango cha matumizi ya Ufundishaji Mahuluti katika ufundishaji na ujifunzaji wa Kiswahili katika vyuo vikuu vya umma nchini Kenya. Mkurupuko wa UVIKO-19 uliathiri sekta ya elimu kupitia kufungwa kwa vyuo vikuu. Hivyo, utafiti huu ulichunguza ujifunzaji mahuluti kama mbinu endelevu ya kuimarisha ufundishaji na ujifunzaji wa Kiswahili baada ya janga hilo. Utafiti ulifanyika katika Chuo Kikuu cha Kibabii, Chuo Kikuu cha Sayansi na Teknolojia cha Masinde Muliro, Chuo Kikuu cha Kaimosi na Chuo Kikuu cha Alupe. Uliongozwa na Nadharia ya Ujifunzaji Msambao Kiuvumbuzi (UMK) ya Rogers (2003). Muundo wa utafiti ulikuwa kimfano. Walengwa walikuwa wahadhiri 24, wanafunzi wa Kiswahili 360 na wataalamu wa ODeL 16. Data ilikusanywa kwa kutumia mahojiano na hojaji, kisha ikachanganuliwa kwa mbinu ya kithamano na kuwasilishwa kwa asilimia na majedwali. Matokeo yalionyesha kuwa elimu ya Kiswahili ilitolewa kwa ufanisi kupitia mfumo wa mahuluti. Vifaa vilivyotumika ni simu za wanafunzi na vipakatalishi vya wahadhiri. Mbinu hii iliongeza ufanisi wa ufundishaji, ikawapa wanafunzi usaidizi mzuri katika madarasa ya mtandaoni, ikawapa wahadhiri ari zaidi, ikarahisisha kuelewa kwa masomo, ikaokoa muda na kuufanya mchakato wa kujifunza kumzingatia mwanafunzi zaidi.Hata hivyo, wahadhiri na wanafunzi walikumbana na changamoto kadhaa. Utafiti ulipendekeza kuandaliwa na kutekelezwa kwa mikakati ya kina ili kuimarisha matumizi ya ujifunzaji mahuluti. Vyuo vikuu vya umma nchini Kenya vimefikia hatua ya juu katika utoaji wa kozi zinazotumia teknolojia ya wavuti. Matokeo ya utafiti yatakuwa na manufaa kwa Tume ya Elimu ya Vyuo Vikuu (TEVK) na uongozi wa vyuo katika kuunda sera na kuhimiza matumizi ya teknolojia za kisasa katika ufundishaji na ujifunzaji.

ENGLISH
The  purpose of this study was to ascertain the extent of Blended Learning utilisation in the teaching and learning of Kiswahili in public universities in Kenya. The COVID-19 outbreak affected the education sector by closing universities. Consequently, this study investigated blended learning as a sustainable approach to enhancing Kiswahili teaching and learning in the aftermath of the pandemic. The study was conducted at Kibabii University, Masinde Muliro University of Science and Technology, Kaimosi University, and Alupe University. It was guided by Rogers' (2003) Diffusion of Innovations Theory. The research adopted a descriptive survey design. The target population comprised 24 lecturers, 360 Kiswahili students, and 16 Open and Distance e-Learning (ODeL) experts. Data were collected using questionnaires and interviews, and subsequently analysed through quantitative techniques and presented in percentages and tables. The findings revealed that Kiswahili education was effectively delivered through the blended learning model. The devices utilised included students' mobile phones and lecturers' laptops. This approach enhanced teaching efficiency, provided students with adequate support in online classrooms, increased lecturers' motivation, facilitated comprehension of subject matter, saved time, and rendered the learning process more learner-centred. However, lecturers and students encountered several challenges. The study recommended the development and implementation of comprehensive strategies to strengthen the use of blended learning. Public universities in Kenya have reached an advanced stage in the delivery of web-based courses. The findings of this study will be of benefit to the Commission for University Education (CUE) and university management in formulating policies and promoting the use of modern technologies in teaching and learning.

Keywords: Blended learning, Learning, Process, Teaching, Technology