Teachers' use of instructional resources in the teaching of reading comprehension: a case of selected primary schools in Moyo District

Abstract

This study explored teachers’ use of instructional resources in the teaching of reading comprehension among Primary Five and Six learners in selected government-aided primary schools in Moyo District, Uganda. The study aimed to: establish the types of instructional resources available, examine how these resources were utilized, and identify the challenges teachers faced in their use. A qualitative case study design was employed, guided by multimodal theory. Four teachers of English Language and sixteen learners were purposively selected. Data were collected through semi-structured interviews, classroom observations, focus group discussions, and document analysis, and analyzed thematically. Findings revealed that textbooks and worksheets were the primary instructional resources used, although they were insufficient in quantity. Teachers supplemented these with handmade visual aids, such as charts and pictures, to enhance learner engagement. Audio-visual resources were rarely used due to infrastructural challenges, including unreliable electricity and limited access to digital tools. Cultural irrelevance of some materials and limited teacher capacity to integrate digital resources further constrained effective use. The study concluded that while teachers demonstrated resilience and creativity in adapting resources, systemic challenges limited optimal instructional practices. The study recommends the provision of culturally relevant materials, enhanced teacher training in multimodal resource integration, investment in digital infrastructure, and the promotion of collaborative resource planning among teachers to improve reading comprehension outcomes in resource-constrained settings.