Browsing by Author "Masaba, David Mulama"

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    Teachers’ Perceptions on the Intervention Strategies on Reading Disability among Grade Three Learners in Public Primary Schools in Nairobi County, Kenya
    (Kenyatta University, 2024-06) Masaba, David Mulama
    The study aimed to examine the interventions employed in lower primary schools and their effectiveness in addressing reading disabilities. The objectives of the study were: to establish the reading outcomes of learners with reading disabilities; to find out the relationship between remedial instructions and grade three learner’s reading abilities; to examine whether there is a relationship between direct instruction model of teaching and grade three learner’s reading abilities; to examine whether there is a relationship between peer teaching and grade three learner’s reading abilities; to find out the relationship between ICT Integration in Teaching and Learning Reading and grade three learner’s reading abilities in Ruaraka, Nairobi City County-Kenya. The study was based on the Communicative Language Teaching Theory. A descriptive survey research design, employing a mixed-method research approach, was utilized. The research targeted 1,023 grade three learners, 12 head teachers, and 24 teachers within 12 primary schools in Ruaraka sub-county. Purposive sampling was employed to select 5 schools with known interventions for learners with reading difficulties. Grade three learners were selected using the census method, while two teachers and one head teacher were conveniently sampled from each school. Data collection tools included questionnaires for grade three teachers, interview guides for head teachers, and the Competency-Based Curriculum (CBC) assessment for grade three learners. Quantitative data were analyzed using methods such as frequency distribution and percentages. The ANOVA (Analysis of Variance) is crucial for evaluating the overall performance and significance of the regression model used to analyze the relationship between the predictors (ICT, Direct, Remedial, and Peer) and the dependent variable (performance). Qualitative data were analyzed thematically, adhering to all ethical guidelines throughout the research process. The findings revealed that Remedial Teaching, while promising, did not exhibit a statistically significant impact on reading performance. Peer Teaching and Direct Instruction, on the other hand, demonstrated statistically significant positive impacts, emphasizing the value of peer-based and teacher-centered approaches. Surprisingly, ICT Integration had a negative impact, emphasizing the need for thoughtful technology integration. The ANOVA results demonstrate that the intervention strategies, as a group, have a statistically significant impact on students' performance in reading. The low p-value (0.004) indicates that the relationship between these strategies and students' performance was statistically significant (p=0.004<.05). From the coefficients, peer-teaching (p=.009), direct instruction model (p=.025) and ICT integration (p=.006) were statistically significant except for the remedial (p=414<.05). In conclusion, the study highlights the importance of selecting the right intervention strategy and tailoring it to specific contexts and needs. Recommendations include comprehensive examination of Remedial Teaching, exploration of diverse Peer Teaching approaches, optimization of ICT Integration, inclusion of different grade levels, and emphasis on nuanced and multifaceted approaches. These recommendations aim to guide future research to continually improve reading abilities among students.