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Although it took time and personal efforts to convince teachers to participate
willingly into two learning study cycles; the study found that teachers valued the
learning study, felt that it positively impacted their pedagogical practices and
increased student learning by using designed materials in their classes. This study
was mainly guided by qualitative case study research approach. This study aimed to
address the problem of chronic low literacy skills facing early grade students by
designing, developing and try-out selected lesson materials in order to improve
Teachers‟ competency based literacy pedagogy by using learning study model
guided by Variation theory. During the learning studies, data were gathered through
observation, interviews, lesson preparation meetings, lessons video-recordings,
teachers‟ journals, students‟ tests and analysis of documents. Purposive sampling
was used to select standard one teachers (N= 3), curriculum experts from the
University of Dodoma College of Education (N=2), tutors from Mpwapwa Teachers
College (N=2), and standard one pupils (N= 160). Results indicated that (i) The
quality of the facilitator was among the factors for the success of this study; (ii) there
was a significant positive impact of the designed materials to both teachers‟
competence and students learning; (iii) Learning study guided by variation theory
increased student learning and motivation; (iv) there was a significant improvement
in literacy, Students with literacy problem was reduced from 25 (10%) and 19 (12%)
in Pre- test to 9(6%) and 4(2%) during Post- test in reading and writing respectively;
and (v) Teachers in Tanzania were not prepared to work collaboratively in lesson
planning, teaching, reflections, and evaluation of students‟ learning. The study
concludes that, TPD needs to be continuous and sustainable. |
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