| dc.creator |
Kambona, Winfrida Jacob |
|
| dc.date |
2022-03-11T12:32:22Z |
|
| dc.date |
2022-03-11T12:32:22Z |
|
| dc.date |
2021 |
|
| dc.date.accessioned |
2022-10-20T14:14:18Z |
|
| dc.date.available |
2022-10-20T14:14:18Z |
|
| dc.identifier |
Kambona, W. J. (2021). Effectiveness of interactive writing strategy in promoting teaching and learning of Kiswahili reading skills in grade one in Chemba district, Tanzania (Doctoral thesis). The University of Dodoma, Dodoma. |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/3488 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/3488 |
|
| dc.description |
Doctoral thesis |
|
| dc.description |
This study explored the effectiveness of Interactive Writing Strategy (IWS) in
improving teaching and learning of Kiswahili reading skills in grade One in Chemba
district, Tanzania. The study was guided by five specific objectives, namely
exploring teachers’ knowledge of phonemic awareness and alphabet knowledge;
exploring strategies in teaching phonemic awareness and alphabet knowledge;
improve teachers’ instructional capacity in the use of IWS in teaching phonemic
awareness and alphabet knowledge among pupils; assessing the effects of IWS in
improve the teaching of phonemic awareness and alphabet knowledge among
teachers; and assessing the effects of IWS in improving phonemic awareness and
alphabet knowledge among pupils. Social-cultural and activity theories guided the
study. The study employed a mixed method approach in which a qualitative approach
was dominant. The phenomenography, action research and quasi-experimental
designs were used. The convenience and purposive sampling techniques were used to
select 10 schools and informants who were 10 teachers, 10 head teachers and 218
pupils. Data were collected through interviews, observations, documents review and
testing. The qualitative data were analysed through thematic analysis procedures
while the quantitative data were subjected to descriptive analysis, and paired samples
t-test. The findings indicated that teachers had inadequate knowledge about
phonemic awareness and alphabet knowledge. The strategies used by teachers in
teaching phonemic awareness and alphabet knowledge were less interactive. It was
established that collaborative learning activities improved teacher’s instructional
capacity in using IWS. Additionally, the study indicated that IWS improved teaching
of phonemic awareness and alphabet knowledge. Lastly, IWS improved pupils’ level
of phonemic awareness and alphabet knowledge as all tested items scored a p-value
of 0.00, <0.05. The study concluded that IWS is crucial for improving reading skills
among pupils when learning environments are conducive. The study recommends
that teachers should be empowered to use IWS for improving reading skills among
the pupils. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Interactive writing |
|
| dc.subject |
Interactive writing strategy |
|
| dc.subject |
Kiswahili |
|
| dc.subject |
Kiswahili reading skills |
|
| dc.subject |
Grade one |
|
| dc.subject |
Chemba |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Alphabet knowledge |
|
| dc.subject |
Reading skill |
|
| dc.subject |
Letter sound knowledge |
|
| dc.subject |
Letter naming knowledge |
|
| dc.subject |
Grade One pupils |
|
| dc.title |
Effectiveness of interactive writing strategy in promoting teaching and learning of Kiswahili reading skills in grade one in Chemba district, Tanzania |
|
| dc.type |
Thesis |
|