Title: Instructional Resources and Acquisition of Kiswahili Language Competencies among Learners under the Competence-Based Curriculum in Selected Secondary Schools in Uganda: A Case Study of Kampala City
Authors: Edwin Nyachwara Mobegi
Volume: 10
Issue: 7
Pages: 122-127
Publication Date: 2026/07/28
Abstract:
This study examined the relationship between instructional resources and the acquisition of Kiswahili language competencies among learners under the competence-based curriculum in selected secondary schools in Kampala City, Uganda. Given that competence-based language learning depends on rich, varied, and authentic input, the study investigated how textbooks and print materials, audio-visual and digital resources, teaching aids and realia, and library and reference resources relate to learners' acquisition of listening, speaking, reading, and writing competencies in Kiswahili. A cross-sectional survey design with a mixed-methods approach was adopted, and data were collected from 220 respondents comprising learners, Kiswahili teachers, and school administrators using structured questionnaires, a resource inventory checklist, and interviews. Descriptive statistics, Pearson correlation, and multiple regression were used for analysis. The results revealed a strong positive and significant relationship between instructional resources and competency acquisition (r = 0.66, p < 0.01), with the resource dimensions jointly explaining 50.9% of the variance in competency acquisition (Rē = 0.509). Audio-visual and digital resources and textbooks and print materials emerged as the strongest predictors. The study concludes that adequate and appropriate instructional resources significantly enhance learners' acquisition of Kiswahili competencies and recommends increased provision of audio-visual materials, adequate textbook ratios, and equitable resourcing across schools.