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This study investigated on the nature and prevalence of inability to read Kiswahili words among pupils in public primary schools in Songea district in Ruvuma region, Southern Tanzania. Specifically, the study aimed at investigating the nature and prevalence of pupils with inability to read Kiswahili words. The study employed qualitative approach by using embedded multiple case study design. The sample for the study involved 30 respondents. Relevant data collection methods used in the study were interviews, focus group discussions and documentary review. The findings revealed that some pupils in sampled schools were not able to read Kiswahili words as they differed in performance in learning Kiswahili specifically in recognizing letters and words, pronouncing them and poor scores in tests and examinations. It was also noted that variations in performance in learning Kiswahili among students in public primary schools differed in pupils‘ age grades and sex. Moreover, the study found that, the use of teachers‘ attendance register, class journals, free lunch to teachers, restricting payment to absentee teachers, rewards and programmed school inspections and supervisions were aimed at controlling and encouraging teachers‘ attendance and effective teaching of pupils specifically basic skills. Based on these findings, the study recommends that the government should improve teachers‘ incentives, teaching and learning materials, teaching and learning environment in order to raise enthusiasm and commitment of students and teachers on attendance and effective teaching and learning. Also, the study recommends that successful teaching and learning of basic skills including reading skills should start with identifying learners‘ individual differences and harmonizing them during teaching through setting activities which will raise the interest of multiple learners in the classroom as well as creating effective teaching and learning in public primary schools. |
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