Influence of School Contextual Dynamics on Acquisition of Reading Skills among Standard Three Pupils in Kisii County, Kenya
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Date
2018
Authors
Ogetange, Teresa Binsari
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Reading is the most significant basic academic skill that influences learning at
all levels and other academic subjects. It is the most indispensable skill learners
attain as they advance through Standard 1-3. Globally, reading has been
recognized as a fundamental skill contributing to academic success in the
formal education system. However, in Kenya, a significant number of pupils
are unable to read at the primary school level. In Kisii County, in particular,
reading levels among pupils is less than 30% of the National Standards. Thus,
the purpose of this study was to assess the influence of school contextual
dynamics on the acquisition of reading skills amongst Standard III pupils in
Kisii County. The objectives of this study were; to assess the levels of reading
skills amongst Standard III pupils, to establish the influence of school literacy
environment, teachers’ characteristics and teacher-pupil ratio on the acquisition
of reading skills and to find out the strategies schools adapt to promote the
acquisition of reading skills. The study was guided by Bronfenbrenner’s
Ecological Systems Theory and Uta Frith’s Stage Theory. The study adopted a
mixed method approach and thus applied descriptive survey research design.
The target population was 3234 consisting of 77 head teachers, 77 Standard III
teachers and 3080 Standard III pupils from which a sample of 30% was
selected. A Questionnaire, an interview guide, observation checklist and a
pupils’ reading test were used to collect data. Validity was established through
expert judgment and Reliability was established using test-retest technique and
reliability coefficient, r = 0.817 was obtained using Cronbach Alpha Method
which indicated high internal reliability. Data was analysed both qualitatively
and quantitatively. Qualitative data was analysed thematically along the study
objectives whereas the quantitative data was analysed descriptively using
frequencies and percentages and inferentially using ANOVA to test the
hypotheses and presented using tables and charts. This study found out that the
school-literacy environment influences the acquisition of reading skills. Female
teachers were better at teaching reading than their male counterparts, while the
teachers’ qualifications had a positive impact on learners’ reading skills
acquisition. Higher pupil-teacher ratio negatively affected the acquisition of
reading skills among pupils and inadequate of training of teachers in reading
skills greatly led to poor reading skills among pupils. The study recommends
that the Ministry of Education and other educational agencies should ensure
that there are adequate learning facilities in primary schools that enable pupils
to adequately acquire reading literacy skills, language teachers should be given
regular capacity building courses on reading to make them cope with changing
time and the government and other educational agencies should ensure that the
teacher-Pupil ratio is as low as possible in order to promote reading skills
acquisition in primary schools.
Description
A Research Thesis Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy (Early Childhood Studies) of Kenyatta University, January 2018