School of Education (SEd.)

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Browsing School of Education (SEd.) by Author "Akello, Betty"
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    Exploring pedagogical competence in improving the reading comprehension skill in primary schools in Ngora district
    (Makerere University, 2025) Akello, Betty
    The study explored the role that pedagogical competence played in improving reading comprehension skill in primary schools in Ngora District. It was guided by three specific objectives: examining the instructional strategies and resources teachers used to support the improvement of reading comprehension skills, and identifying the challenges faced in implementing these skills in selected primary schools in Kobwin Sub-County, Ngora District. Employing a descriptive case study design, data was collected from ten participants through interviews, classroom observation, and document analysis, using corresponding guides and checklists. The study found that while teachers generally possessed the necessary pedagogical competence to foster improvements in learners’ reading comprehension skill, efforts to provide ongoing professional development were limited. Teachers employed multiple instructional strategies such as scaffolding, group work, provoking questions, and guided practice, often tailoring lessons to individual pupil needs. However, challenges included limited availability of instructional materials (such as textbooks and readers), overcrowded classrooms, insufficient instructional time, and difficulties in transitioning pupils from mother tongue instruction to English. The implications indicated a critical need for interventions that included teacher retooling through continuous professional development, improved access to diverse and adequate instructional resources, and curriculum reviews to allocate more time and emphasis on reading comprehension development. Additionally, fostering teacher support systems and engaging parents were recommended measures to create more effective learning environments. These interventions aim to enhance teachers' pedagogical skills, improve pupil academic outcomes in reading comprehension, and contribute to broader educational quality improvements in primary schools comparable to those in Ngora District.