The Implications of the Learner 100 Per Cent Transition Policy in Education to the Teaching of Kiswahili in Secondary Schools in Kenya

Abstract

The purpose of this article is to examine the implications of the 100 per cent transition policy on Kiswahili instruction in secondary schools, with a specific focus on teaching methods (pedagogy), follow-up exercises (assessment practices), and classroom interaction. The implementation of the 100 per cent learner transition policy in Kenya, a government initiative requiring all pupils completing primary education to enrol in secondary school, has led to a sharp increase in student enrolment. This has resulted in overcrowded classrooms that hinder effective Kiswahili teaching. A descriptive research design was adopted. The study drew its sample from a professional WhatsApp group of Kiswahili teachers in Sabatia Sub-county, which was used as an accessible sampling frame of practising teachers. 20 participants from 99 eligible members (with at least two years’ teaching experience) were selected through systematic sampling by choosing every sixth member from an ordered list of group participants. Data were collected through structured, sequentially administered questions on the platform, functioning as an asynchronous questionnaire. Data were analysed using thematic coding. This involved the identification, categorisation, and interpretation of recurring patterns in teachers’ responses. Findings revealed that large class sizes reduced the frequency and scope of follow-up exercises and encouraged the use of teacher-centred methods such as lecturing, thereby limiting meaningful classroom interaction. The study concludes that overcrowding undermines effective Kiswahili teaching and learning. It recommends increased teacher recruitment and improved school infrastructure to reduce congestion.