Peer teaching as a predictor of reading motivation and literacy achievement among standard two pupils in Nairobi and Tharaka –Nithi Counties, Kenya

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dc.contributor.authorMugambi, D.
dc.contributor.authorWang’eri, T.
dc.date.accessioned2016-01-13T13:50:01Z
dc.date.available2016-01-13T13:50:01Z
dc.date.issued2014-12
dc.descriptionResearch articleen_US
dc.description.abstractThe purpose of this study was to investigate Peer Teaching as a Predictor of Reading Motivation and Literacy Achievement among Standard Two Pupils in Tharaka- Nithi and Nairobi counties in Kenya .The types of peer teaching activities, the levels of peers teaching activities, reading achievement, the relationship between reading motivation and reading achievement among the children under study were investigated. The study was informed by Vygotsky’s (1978) theory which states that children learn from more knowledgeable others. The study sample comprised of 108 standard two children purposefully selected from four schools that were selected through simple random sampling .A mixed method design involving a correlational survey and a quasi experimental method were used. To collect data , a reading motivation questionnaire, Peer interaction questionnaire, One minute reading fluency test, Peer teaching questionnaire for teachers and an observation schedule were used. The major findings of the study revealed that peer teaching predicted reading motivation in Tharaka Nithi. A significant mean difference in Peer Teaching was found between pupils in Nairobi and Nithi (t = -2. 94, P < 0.05). The Chi-square tests revealed that reading motivation did not predict reading achievement among learners. The results showed that children from Nairobi who could read an average of between 46-60 words within one minute were 22.2 % whereas from Tharaka-Nithi were 9%. Storytelling and discussions were the most common peer interaction activities. However, technology support to teach reading was not utilized and children with special needs were not given the necessary support for reading. The study concluded that peer interaction aids reading motivation. The study recommended that model classrooms with interactive technology could improve reading achievement. Teacher training should incooporate aspects of peer teaching strategies to promote reading.Deliberate efforts should be made to develop ICT infrastructure to promote reading achievement.en_US
dc.identifier.citationJournal of Educational Policy and Entrepreneurial Research (JEPER). Vol.1, N0.4, Dec. 2014, pg.128-139en_US
dc.identifier.issn24086231
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/14038
dc.language.isoenen_US
dc.publisherIISTEen_US
dc.subjectPeer Teachingen_US
dc.subjectReading Motivationen_US
dc.subjectReading Achievementen_US
dc.titlePeer teaching as a predictor of reading motivation and literacy achievement among standard two pupils in Nairobi and Tharaka –Nithi Counties, Kenyaen_US
dc.typeArticleen_US
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