Teachers’ Perception on Influence of Tusome Intervention Strategies on Reading in Public Primary Grade Two Pupils, Kilifi County Kenya

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Savaco, Adagi Betty
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Kenyatta University
Young children experience difficulty in acquiring the necessary skills for reading such as fluency and phonemic awareness. Most students lack confidence, they may be reluctant to raise questions or request clarifications. Reports from the Sub-County Education Office in Kilifi North Sub-County have showed that despite the pupils being advanced to higher classes, their reading literacy is extremely low. 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 focused on reading ability among children in grade two. The study sought to establish the impact of Tusome intervention strategies on reading levels. The study was guided by three objectives to; establish the impact of Tusome instructional intervention strategies on reading levels, determine availability of teaching and learning resources in reading lessons and identify the challenges teachers are facing in implementing the program. The study employed descriptive design to carry out the study. A pilot study was conducted in two schools. The sample size comprised of 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 influence on the implementation of Tusome in lower primary schools. Pupil‘s text books, teacher‘s guides and story books were adequately provided. There were no other ICT resources provided for the learners. There was high pupil/teacher ratio and hence implementing Tusome program is a challenge because the program works effectively with small groups. Further, the study findings also revealed some weaknesses with the Tusome programme, which included: lack of durability of the teaching and learning materials; lack of timely certification of head teachers and teachers who had attended Tusome trainings and participated in the implementation of Tusome programme; and delay in the distribution of teaching and learning materials to schools. 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 was used to test the fitness of 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 recommended that the Ministry of Education implements literacy interventions as a means of improving learner achievement in other subjects. Also, KICD should also include the Tusome pedagogy in the curriculum for pre-service primary teacher training so that teacher trainees graduate with Tusome skills.
A Research Project Submitted in Partial Fulfilment of the Requirement for the Award of the Degree of Master of Education (Early Childhood Studies), in the School of Education of Kenyatta University
Teachers’ Perception, Influence, Tusome Intervention Strategies, Reading, Public Primary Grade Two Pupils, Kilifi County Kenya