The Influence of Language use in Functional Writing Skills on Students’ Performance in Kiswahili in Secondary Schools in Kenya

Functional writing has been given prominence in the Kenyan Secondary school Kiswahili syllabus. This study investigated the influence of functional writing skills on students’ performance in Kiswahili in Elgeyo-Marakwet County. The need for this study was based on the fact that functional writing is an area faced with challenges. The main objective of the study was to examine the influence of functional writing skills on students’ performance in Kiswahili. Theoretical framework is based on Jane Emig’s Process Theory of Composition Writing of (1971). The study employed descriptive research design and data was collected using questionnaire, observation schedule and document analysis guide. The area of study was Elgeyo-Marakwet County. The target population included all Form Four students and all teachers of Kiswahili from the 122 secondary schools. From this population, stratified, purposive and simple random sampling was used to get a sample. There were 9852 Form Four students in secondary schools in Elgeyo–Marakwet County as of October, 2020. During the entire study 579 students in Form Four class and 35 teachers of Kiswahili participated. The study used both primary and secondary data. Lecturers in the School of Education, at the University of Eldoret determined the validity of the research thesis instruments. Reliability was tested using a test-retest method in four secondary schools in Uasin Gishu County. The study used qualitative and quantitative research methodologies. Data from the questionnaire was presented in frequency tables and percentages using descriptive statistics, narrative and verbatim. The research established that incorrect use of language in functional writing skills have a negative effect on students’ performance of Kiswahili in secondary schools. The findings would be used for reference by other researchers and would also give guidance on how to improve in the writing of functional essays. The study recommended that teachers should emphasize the appropriate choice of vocabulary while teaching and evaluating learners in functional writing.