Effective approach for developing reading skills in standard two in primary school in Tanzania: the case of Kiteto district

Maleya, Mtinga Busai

dc.creator	Maleya, Mtinga Busai
dc.date	2019-08-17T07:37:13Z
dc.date	2019-08-17T07:37:13Z
dc.date	2015
dc.date.accessioned	2022-10-20T14:15:26Z
dc.date.available	2022-10-20T14:15:26Z
dc.identifier	Maleya, M. B. (2015). Effective approach for developing reading skills in standard two in primary school in Tanzania: the case of Kiteto district. Dodoma: The University of Dodoma
dc.identifier	http://hdl.handle.net/20.500.12661/686
dc.identifier.uri	http://hdl.handle.net/20.500.12661/686
dc.description	Dissertation (MA Education)
dc.description	The aim of this study was to design and tryout an effective approach to teach and develop reading skills that might assist learners to have enough skills in reading in Standard Two in primary schools. Only one school was involved in the study. The sample of the study constituted a total of 32 respondents including 2 teachers, one district education officer, a district schools inspector and 28 pupils. Data were collected through testing, interviews, observation and documentary review and the data were analyzed by using Microsoft Excel Programme and content analysis. Findings of the study revealed that before introducing the designed lessons teachers in the school were teaching reading skills through the teacher-Centred Approach (TCA) because they lacked knowledge, competence in the use of teaching strategies to teach Standard Two pupils and skills on how to use the learner-Centred Approach (LCA). Whereby pupils had a little interest and faced difficulties in understanding the subject. While the pre-test mean score was 71.14, only five (5) out of 28 pupils could clearly read words and short sentences. This means that, the remaining 23 pupils were not able to read the words and short sentences. During the implementation of the designed lessons at the school, the teachers admitted that, the designed materials made their work simpler because their role was just that of facilitators, coaches and guides and their pupils were more active and interested in the subject. Standard Two pupils at the school developed essential reading skills and performed significantly well (i.e. the mean score was 85.03) in the post test. It is concluded from the study that the intervention was successful in improving the teachers’ knowledge and skills and therefore, it helped in developing pupil’ reading skills. It is recommended that similar strategies be used by teachers to improve reading.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Reading skills
dc.subject	Primary schools
dc.subject	Education officer
dc.subject	Schools inspector
dc.subject	TCA
dc.subject	Teacher- Centred Approach
dc.subject	LCA
dc.subject	Teachers' skills
dc.subject	Teachers' knowledge
dc.subject	Learner-Centred Approach
dc.title	Effective approach for developing reading skills in standard two in primary school in Tanzania: the case of Kiteto district
dc.type	Dissertation