Abstract

Kiswahili creative writing continues to be performed dismally, according to reports from the Kenya National Examinations Council. This performance can, however, be addressed by using technology, specifically using blogs, to teach creative writing skills. Integrating blogging is one such strategy that allows learners not only to learn from their teachers but also from their peers, using different technology tools that enable them to write blogs and collaborate in one document. This study investigated the influence of blogs on Kiswahili creative writing skills in public secondary schools in Nairobi City County. The study objective was to determine the use of blogs and it’s influence on learners’ performance in Kiswahili creative writing skills in public secondary schools in Nairobi City County. The study was anchored on the Technology Acceptance Model. The study used a quasi-experimental research design and tools that supported the collection of both quantitative and qualitative data. The target population was the public day secondary schools in Westland sub-county in Nairobi. The data was analysed using SPSS version 22. Descriptive statistics (measures of central tendency; mean and standard deviation) were used in the analysis of quantitative data. Further, correlation analysis was conducted to establish the influence of the independent variable on the dependent variable. Multiple regression analysis was also applied to test the relationship between the dependent variable and the independent variables of the study at the 95% confidence level. The study established that the use of blogs by learners positively influenced their performance in Kiswahili creative writing skills. The study recommended that the government, through the Ministry of Education, should amplify the provision of ICT resources in schools so that learners can leverage the available technologies.