Teachers’ Perception on Influence of Tusome Intervention Strategies on Reading in Public Primary Grade Two Pupils, Kilifi County, Kenya
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Date
2023
Authors
Adagi, Betty Savaco
Wambiri, Gladwell
Journal Title
Journal ISSN
Volume Title
Publisher
OAPUB
Abstract
The purpose of the study was to establish the teachers’ perception on the influence of
Tusome instructional intervention strategies on reading levels in public primary schools
in central zone, Kilifi North Sub-County, Kenya. The study employed a descriptive
design to carry out the study. A pilot study was conducted in two schools. The sample
size comprised 60 grade two children, 18 teachers, 5 headteachers, ICSO and 1 sub-county
director of education. Data collection techniques involved the use of observations and
questionnaires to collect both qualitative and quantitative data. The collected data
obtained from observations and respondents were grouped together, coded, transformed
and analyzed through the use of Statistical Packages for Social Scientists (SPSS) software
version 21. Then the analyzed data was presented in form of frequencies and percentages
while figures and tables will be used to present the result where necessary. The findings
revealed that teaching strategies have an influence on the implementation of Tusome in
lower primary schools. Pupil’s textbooks, teacher’s guides and storybooks were
adequately provided. There were no other ICT resources provided for the learners. It was
concluded that indeed, the Tusome literacy intervention program was strongly related to
the improved learner achievement in other tasks that require reading, in the
improvement of the overall learner achievement at grade 2. The ANOVA statistics were
used to test the fitness of the regression model. The significance F value of 47.345
(p<0.001) was obtained implying that the regression model was fit and statistically
significant and can be deemed fit for prediction. The study recommends that the Ministry
of Education implements literacy interventions as a means of improving learner achievement in other subjects. The instructional support included should take into
consideration the scope (number of teachers supported), as well as the logistics of
reaching schools, teachers and head teachers.
Description
Article
Keywords
grade two, instructional intervention, reading literacy, Tusome programme, teachers’ perceptions
Citation
Savaco, A. B., & Wambiri, G. (2023). TEACHERS’PERCEPTION ON INFLUENCE OF TUSOME INTERVENTION STRATEGIES ON READING IN PUBLIC PRIMARY GRADE TWO PUPILS, KILIFI COUNTY, KENYA. European Journal of Special Education Research, 9(2).