| 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 |
|