Teachers' mode of delivery and reading proficiency of primary three pupils in Mbale Municipality

Abstract

The purpose of the study was to investigate the relationship between teachers’ mode of delivery and reading proficiency of primary three pupils in Mbale Municipality. The study was guided by the following objectives and research questions: to explore how reading is taught in primary three in UPE schools in Mbale Municipality; to assess the level of reading proficiency among primary three pupils in UPE schools in Mbale Municipality; and to investigate the likely challenges teachers face that limit the reading proficiency of primary three pupils in UPE schools in Mbale Municipality. How is reading taught to primary three pupils in UPE schools in Mbale Municipality? What is the level of reading proficiency among primary three pupils in UPE schools in Mbale Municipality? And What challenges are teachers likely to face that limit the reading proficiency of primary three pupils in UPE schools in Mbale Municipality? The study adopted a cross-sectional survey research design targeting all the UPE schools, Primary Three teachers of Reading/English, and P.3 pupils. Data was collected using questionnaires, interviews, tests and observation checklists. Collected data was cleaned, coded and analyzed using descriptive statistics such as mean, frequencies and percentages and Analysis of Variance (ANOVA) to describe and summarize data. The study found that; Pupils’ level of reading proficiency was high in three areas (Table 4.5) and these included: pupil ability to sound letters very fast and correctly (µ=3.28), pupil ability to understand and match pictures correctly (µ=3.28), and Pupil ability to interpret and understand pictures (µ=3.42). In addition, the majority teachers used a learner-centered method whilst teaching reading albeit it was not being utilized by some other teachers, whose classes were dominated by their talking and little chance given to pupils. For example in school C (SC), teacher three (T3) dominated the lessons with talking and giving less chance to children to react. Through the interviews, the study also revealed that teachers of reading face among other challenges a challenge of inadequate reading materials although it was evident that lower primary teachers were good at creating local content for their reading classes an innovation which enabled a literate classroom environment. The findings are likely to assist identify contingencies to be tackled in literacy learning. This study is likely to benefit several different stakeholders in the education sector including Government and NGOs in their literacy interventions to identify challenges and come up with ways to improve the literacy in the UPE programmes. It will also help the Quality Assurance and the Education Standards Agency to use results of the present study to advise on reading instructional materials and resources, in-service teacher training on effective reading instructional strategies appropriate for lower- primary schools. NCDC may also use the findings to improve the curriculum to prepare teachers and improve teaching / learning resources including text books.