Effects of Institutional Variables on Early Literacy among Public Primary School Pupils in Vihiga County, Kenya
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Date
2018-05
Authors
Amunavi, Obeywa Herbert
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Low literacy skills and performance among primary schools in Kenya have been
found to be caused by poor instructional and evaluation methods. To this effect,
TUSOME literacy programme undertook to carry out in-service training of lower
primary teachers on reading skills with the view to improving literacy skills
acquisition among lower primary school pupils. However, there seem to be a
disconnect between literacy investment and learner reading achievement in the
country and particularly in Hamisi sub-county. To address this, this study
hypothesized that un-favourable school literacy environment could be a major
reason for non-attainment of literacy in the sub-county. Thus, this study sought to
assess the influence of school factors such as schools‟ physical infrastructure,
instructional materials, teacher in-service training and supervision by Head teacher
and TAC‟s on literacy on lower primary school pupils in Hamisi Sub-county. The
objectives of the study were to; establish the influence of schools‟ physical
infrastructure on literacy, examine the effect of instructional materials on literacy
and find out the effect of teacher in-service training on literacy among lower primary
school pupils in Hamisi Sub-county. The study finally sought to evaluate the role of
supervision by Head teacher and TAC‟s on literacy among lower primary school
pupils in Hamisi Sub-county. The target population was 10103 people comprising of
141 head teachers from 141 primary school in Hamisi sub-county, teachers‟
advisory centre officials, 1900 literacy teachers, 7980 class 1 and 2 pupils. The
study used a cross-sectional survey research design to sample 2 Curriculum Support
Officer, 14 head teachers, 28 teachers and 56 pupils. The research instruments were
piloted in one public and one private primary school that were not included in the
final study. The validity of the instruments was tested using content validity while
the reliability was tested through test-retest method and Cronbach‟s alpha used to
test the internal consistency of the responses of the two tests. Questionnaires,
reading tests and observation checklist were used to collect data while in analysis,
quantitative data in form of frequencies, means, standard deviations and percentages
were found and data presented in tables. Quantitative data was entered into a
Statistical Package for Social Sciences computer software. Analysis encompassed
discussion use of means, percentages and summary. Data was presented using
tabulation and charts. The study revealed that physical facilities in a number of the
schools are inadequate and hence the study concluded that adequacy of teaching and
learning resources in school influenced pupils‟ literacy achievement in public
primary schools. Majority of the teachers regularly attended in-service training on
how to teach reading at least once per term. The study recommends that the
government should increase the funding to schools so as to cater for the essential
teaching/ learning aids. The Ministry of Education Science and Technology should
consider reviewing its supervisory support to teachers and support to schools.
Description
Effects of Institutional Variables on Early Literacy among Public Primary School Pupils in Vihiga County, Kenya