Exploring The Relationship between Remedial Instructions and Grade Three Learner’s Reading Abilities in Public Primary Schools in Ruaraka Nairobi City County, Kenya
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Date
2024
Authors
Masaba, David Mulama
Muthee, Jessina
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Research has shown that a substantial number of school-age children experienced
significant difficulties in learning how to read. Despite numerous interventions
implemented in many Western countries to address this issue, children in Sub-Saharan
Africa, such as Kenya, continued to struggle with poor reading capabilities. Specifically,
the research focused on the influence of remedial instructions in addressing reading
disabilities among grade three learners in Ruaraka, Nairobi County. 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 the
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 involved using questionnaires for grade three
teachers, interview guides for head teachers, and the Kenya National Examinations
Council (KNEC) test for grade three learners. Quantitative data were analyzed using
frequency distribution, percentages, chi-square, and correlations with the assistance of
Statistical Package for Social Sciences (v23). 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 impacton reading performance. The study concludes that selecting the right intervention
strategy when seeking to improve the reading abilities of grade three students. The study
recommends that a rigorous and detailed investigation be undertaken to discern the
specific strengths and weaknesses of Remedial Teaching as an intervention strategy. This
in-depth analysis can provide valuable insights into its efficacy in addressing reading
disabilities.
Description
Article
Keywords
remedial instructions, grade three learner, reading abilities, public primary