Exploring the use of collaborative learning to support reading in lower primary in Katabi Town Council, Wakiso District

Abstract

This study aimed at exploring how collaborative learning can support pupils’ reading in lower primary classes in Katabi Town Council, Wakiso district. It was guided by three specific objectives: i) To explore collaborative learning methods for teaching reading; ii) To establish the extent to which learners‟ participation enhances reading, and iii) To establish ways of embracing the use of collaborative learning to support reading in lower primary classes in Katabi Town Council. The study adopted a qualitative approach. The participants included two head teachers, ten teachers, and twenty pupils. Data were collected using in-depth interviews, classroom observations, and focus group discussions, and analyzed using thematic analysis. The study revealed that group work and guided reading were the collaborative learning methods used for teaching reading in lower primary classes. It was also established that pupils‟ engagement, interest, and peer-peer dialogue enhance reading in a collaborative class. Regarding the ways of embracing the use of collaborative learning to support reading, the study established that is essential to use newer reading materials and take cognizant of group demographics. The study concludes that collaborative learning enhances pupils‟ pronunciation, intonation, and reading fluency. The study recommends that collaborative learning strategies should be used as alternative methods for teaching reading in lower primary.