THE TEACHING OF LITERACY, NUMERACY AND ACADEMIC ...
Transcript of THE TEACHING OF LITERACY, NUMERACY AND ACADEMIC ...
THE TEACHING OF LITERACY, NUMERACY AND ACADEMIC PERFORMANCE
IN SECONDARY SCHOOLS IN NGARAMTONI TANZANIA
UPENDO WILLIAM
BAE/45148/1 431DF
A RESEARCH DISSERTATION SUBMITTED TO THE COLLEGE OF EDUCATION
IN PARTIAL FULFILLMENT OF REQUIREMENT OF AWARD OF THE
BACHELOR’S DEGREE IN ARTS WITH EDUCATION OF
KAMPALA INTERNATIONAL UNIVERSITY
AUGUST, 2017
DECLARATION
I, UPENDO WILLIAM declare that this research report is my original work and has never been
presented for any academic award or anything similar to such. I solemnly bear and stand to
correct any inconsistencies
UPENDO WILLIAM
Signatures . ~
Date
APPROVAL
This is to acknowledge that this report has been conducted under my supervision and it is now
ready for submission to the academic board of Kampala international university for examination
with my approval
University Supervisor
Madam Mutenyo Aidah
Signature ~.
Date
DEDICAflONThis work is dedicated to my beloved mother Margareth William and my brother Isack William
for their tender love and care during all my life since I was born, my upbringing and education up
to this leveL Really they were so much concerned about my life.
I would also like to dedicate it to my lovely sister and Mends for their encouragement during all
the time ofthe work. ft’s my dedication also to those who in one way or another devoted their time
and resources to make this project successful.
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ACKNOWLEDGEMENTS
I am sincerely grateflul to the Almighty God who kept me in good health throughout my studies.
My special and heartfelt thanks go to my supervisor Madam Mutenyo Aidah for her patience,
positive criticism, passion to see me excel and persistent guidance in preparing this project. Thank
you so much for your time and may our good Lord reward you abundantly.
Finally my tbsnk~ go to all others who have not been listed but assisted in many other different
ways. Always in mind my family and relatives; above all my mother Margareth William.
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LIST OF FIGURES
Figure: 1 Conceptual Framework 6
Figure: 2 A bar graph showing age bracket of respondents 23
Figure: 3 A pie chart showing education level of respondents 24
Figure: 4 A bar graph showing the period worked 25
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LIST OF TABLES
Table: 1 Summary of the Sample Size. 18
Table: 2 Gender of respondents 22
Table: 3 Age bracket of respondents 22
Table: 4 level of education 23
Table: 5 working experience in the organization 24
Table: 6 the role of teaching Literacy and Numeracy on students’ performance 25
Table: 7 Literacy is fundamental for learning in school 26
Table: 8 Low literacy performance 27
Table: 9 Lower Curriculum in promoting literacy and numeracy skills 27
Table: 10 Parental/Community-Based Factors on Low Literacy Performance 28
Table: 11 Equipping teachers with relevant skills 29
Table: 12 training programme that provides teachers with an opportunity to specialize in a
subject 29
VII
LIST OF ACRYNOMS
BEST Basic Education Statistics in Tanzania
EFA Education for All
MoEVT Ministry of Education and Vocational Training
NECTA National Examination Council of Tanzania
UNESCO United Nations Education Scientific and Cultural Organization
UNICEF United Nations Education Scientific and Cultural Organization
UPE Universal Primary Education
URT United Republic of Tanzania
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ABSTRACT
The study aimed at establishing the role of teaching literacy and numeracy and further investigate
the influence of secondary school learning experiences, and teachers’ self-Efficacy in
Ngaramtoni Tanzania. The objectives of the study were to examine the role of teaching literacy
and numeracy on academic performance in Ngaramtoni Tanzania, to establish the challenges of
teaching literacy and numeracy on academic performance in Ngaramtoni Tanzania, to find out
the solutions to the challenges of teaching literacy and numeracy on academic performance in
Ngaramtoni Tanzania
To achieve the objectives of the study, the researcher used cross-sectional survey method that used
both quantitative and qualitative methods. A cross sectional survey was used in order to obtain a
snapshot data on study variables. This combined with descriptive and analytical research designs.
The descriptive nature of it focused on understanding of a sample survey in which responses of
self-administered questionnaires were described to provide a clear picture. The analytical
perceptive involved analyzing results from responses given in the questionnaires and actionable
recommendations were then made. The researcher included this method of data collection in order
to get the views that the respondents felt could not be voiced out before other people. The
researcher was able to get more information through this method of data collection as compared
to all the other methods used especially on information about the teaching literacy and nurneracy
in Ngaramtoni Tanzania. Before commencing the research, an introductory letter from the
Kampala international University was sought and the purpose of the study were explained to the
authorities to avoid inconveniences and misunderstandings about the purpose. The information
collected was kept highly confidential, The findings shows that majority of respondents (66.7%)
agree that basic literacy and nurneracy can be described as a learner’s ability to read, write and use
numbers in organising and communicating ideas effectively. 26.7% disagrees, and 6.7% were not
sure. This implies that literacy is the ability to read and write which is basic for all education
important to their success in school and work. It was concluded that the positive school climate
found in majority of schools has a positive but small influence on achievement of basic reading
literacy. The study recommends further research on the influence of home environment on basic
reading literacy, influence of effectiveness of teachers on achievement of basic reading literacy.
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CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter presents the background to the study. The section outlines the statement of’ the
problem, purpose of the study, research objectives, hypotheses and significance of the study.
Further, this chapter presents the study delimitations and limitations, study assumption and the
operational definitions of terms.
1.1 Background to the Study
Globally, there is still much focus on the literacy and nurneracy skills of students in Australian
schools. fri New South Wales, for example, it is recommended that students in secondary schools
spend 90 minutes per day on literacy activities (NSW Department of School Education, 1997). At
the secondary level, all States require students to take a course in English to receive a Year 12
certificate, and to study Mathematics through Year 10. In 1999, Australian l5-year-olds reported
that they studied an average of five periods of Mathematics per week (Bailey, 1994). States and
Territories conduct annual programs to monitor their students’ progress in literacy and nurneracy,
with students in Years 3, 5 and 7 being tested. Nelson, (1994).
Literacy and numeracy have been central to the Australian school curriculum since permanent
European settlement. Within two years of the establishment of the penal colony at Sydney Cove,
schools were operating to provide basic reading, writing and arithmetic skills to Students of
convicts and soldiers (BEST, 2008). These schools were fee-paying, with some variation in the
fee based on the curriculum, although those unable to pay were not required to do so. Due to the
benefits accrued from secondary school learning experiences, in the United Kingdom (UK) for
instance, the law and policies now require that all local authorities provide compulsory basic
secondary school education for all students (Bailey, 1994).
In China on the other hand, in appreciation of the secondary school education can play in
enhancing learning literacy and numeracy achievement in latter levels of learning, the government
of China invests heavily in secondary school education from the National Fund (URT, 2001). This
is because early interventions can make positive long-lasting positive effects on an individual’s
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academic achievement. In Kenya, there is no such systematic evidence. This made the basis for
the current study, Kahn, (2006).
Studies done in the USA also reveal that Students from poor families (disadvantaged) who have
got adequate secondary school learning experiences are less likely to repeat a grade or be placed
in a special needs education programme. The benefits accrued from the 1960s head-start
programme are a case in point (Chowdhury, 1995). This revelation underscores the critical role
played by secondary school experiences in improving Students’ learning outcomes. Performance
in local and national examinations can be attributed to the level of preparedness of the learners.
Chipanah, (2000).
Students learning to read were charged four pence per week; those learning writing or arithmetic
were charged six pence. Even as other subjects were added to the curriculum, reading, writing and
arithmetic—the so-called 3 Rs—remained the basis for secondary schooling throughout the
nineteenth and twentieth centuries (Doll, 1993).
Secondary schooling developed through the nineteenth and twentieth centuries, and with it came
the further development of subjects other than the 3 Rs. ‘Young gentlemen’ were taught ~to read,
speak, and write the English tongue with accuracy and propriety, Book keeping, Geometry,
Trigonometry, and Mensuration, practically applied in Navigation, Surveying, Gauging, &c’, and
received a general education in geography, history and astronomy (Chen, 2001). Young women
learned needlework, morals, manners and ‘virtuous precepts’, as well as reading, writing and
arithmetic. Dyson, (2002).
Regardless of State requirements or curriculum history, the acquisition of adequate literacy and
numeracy skills is a vital educational outcome for young people. Such skills have consequences
for further study, labour market experiences and, more generally, social wellbeing (Buchanan,
2004).
Consequently, a central policy goal for the Australian government has been to maximize the
proportion of young people achieving acceptable levels of literacy and numeracy, and to ensure
that all groups in society are able to achieve literacy and numeracy benchmarks appropriate to their
age. The characteristics, attitudes and aspirations of students and their families, as well as the
student intake characteristics, policies and resources of schools, are potentially important
influences on literacy and numeracy development. An understanding of what factors influence
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achievement in literacy and numeracy, and the relative effects of student- and school-level factors,
can inform education policies, Behrman, (2004).
In Africa, illiteracy is still increasing; The World Bank (2012) reported that 56 percent of women
as well as 37 percent of men are still illiterate in the least developed countries. In East Africa,
significant efforts to expand access to secondary schooling have led to an above 90% enrolment
rate. While the actual literacy and numeracy outcomes remain significantly deficient across the
regions with low literacy in countries such as Burundi (33.3%), Ethiopia (70.2%), Rwanda
(29.8%), Uganda (26.8%), Tanzania (27.1%) and Kenya (12.3%) (BEST, 2008).
Tanzania has experienced a 31 per cent drop in literacy rate for the past 33 years, a situation that
is deeply worrying educational stakeholders in the country (Bhalalusesa, 2011). In the 1980s
Tanzania had a literacy rate of over 91 per cent but recent studies as compiled by a Unite Nations
Agency and Ministry of Education report showed that, this has plunged to 61 per cent lower than
Kenya and Uganda, and low literacy performance is increasing by 2% each year (Bhalalusesa
2011). The consequences of poor reading and writing skill not only threaten the well-being of
individual , but the country as a whole especially in this digital arena (Greene, 2000).
1.2 Statement of the Problem
Since independence the Tanzanian Government, donors and different stakeholders have been
providing secondary education to Students. Most of the measures aimed at enabling secondary
school students to acquire the basic skills, which are reading, writing and counting (arithmetic),
(3RS), attitudes, motivation and knowledge needed for effective individual actualization. The
seriousness attached to secondary education was clearly underscored (Nyerere, 1967). From the
mid-1990s, the Government of the United Republic of Tanzania, had introduced education reforms
that are implemented through the Education Sector Development Programme (ESDP) and
Secondary Education Development Plan (2002-2006) had four strategic objectives: (i) enrolment
expansion (ii) improving the quality of teaching and learning processes (iii) building capacity
within the secondary education system to deliver the services and (iv) strengthening the
institutional arrangements that support the planning, management and delivery of educational
(URT, 2001) as a sub-component of ESDP services. Despite of these programmes, majority of
Tanzanian students still do not know how to read or write well enough to meet highest standard of
education where a student in secondary formal education is expected to master all literacy skills
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of writing, reading and counting (MoVET, 2010). Therefore, this study is intended to assess the
impact of teaching literacy and numeric on academic performance in secondary schools in
Tanzania.
1.3. The Purpose of the Study
The purpose of this study was to establish the role of teaching literacy and numeracy and further
investigate the influence of secondary school learning experiences, and teachers’ self-Efficacy in
Ngaramtoni Tanzania.
1.4 Objectives of the Study
The following are the study objectives:
i To examine the role of teaching literacy and numeracy on academic performance in
Ngararntoni Tanzania
ii To establish the challenges of teaching literacy and numeracy on academic performance in
Ngaramtoni Tanzania.
iii To find out the solutions to the challenges of teaching literacy and numeracy on academic
performance in Ngaramtoni Tanzania
1.5 Research questions
What is the role of teaching literacy and numeracy on academic performance in Ngaramtoni
Tanzania?
ii. What are the challenges of teaching literacy and numeracy on academic performance in
Ngararntoni Tanzania?
iii. What are the solutions to the challenges of teaching literacy and numeracy on academic
performance in N garamtoni Tanzania?
1.6.0 Scope of Study:
1.6.1 Subject Scope
The study was carried to examine the role of teaching literacy and numeracy on academic
performance in Ngaramtoni Tanzania, to establish the challenges of teaching literacy and
numeracy on academic performance in Ngaramtoni Tanzania, and to find out the solutions to the
challenges of teaching literacy and numeracy on academic performance in Ngaramtoni district.
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1.6.2 Geographical Scope
This study took place at Ngaramtoni Tanzania.
1,6.3Time Scope
The study focused on a 5 month period. This period is long enough to give a comprehensive
understanding of the role of teaching literacy and numeracy on academic performance in
Ngararntoni district Tanzania.
1.7 The Significance of the Study.
The findings of this study will provide vital information on the extent to which secondary
school learning experiences influence students achievement in literacy and numeracy. The
results will likely trigger a new look and appreciation of the need for accessible, quality
and relevant secondary school programmes in giving young Students a head-start necessary
to help them cope with the lower secondary curriculum.
~ The research is expected to benefit policy makers in the study area by considering the
benefit associated with teaching literacy and nurneracy on academic performance.
~ It will be also paves the way for other researchers on further studies on the relationship
between teaching literacy and numeracy on academic performance from varied
perspectives.
o In addition, it is also believed that this study would be a plus to the existing literatures in
the area of teaching literacy and numeracy on academic performance.
o Other stakeholders including Non-governmental Organizations (NGOs), Faith based
Organizations (FBOs) and Community Based Organizations (CBOs) may use the results
in redirecting their resources and efforts towards providing quality and accessible
educational programmes geared towards giving all Students the necessary requisite skills
and competencies for secondary school readiness.
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1.8 Conceptual Diagram
Figure: 1 Conceptual Framework
Independent variables
Teaching literature andnumeric
~-High __~ Low
GENDER~ Boys
~ Girls
TYPE OF SCHOOL> Public
> Private
Source: (Kamau, 2010)
Figure 1. 1 shows the variables which may be influencing students’ achievement in literacy and
numeracy. Student’s experiences through teaching of literacy and numeric leads to academic
achievement which in turn would impact on educational outcomes, Gender and type of school
are the other variables which influence students’ achievement in literacy and numeracy.
1.9 Definition of terms
Numeracy is concerned with using, communicating and making sense of mathematics in a range
of everyday applications; the ability to explore, hypothesise and reason logically and to use a
variety of methods to solve problems (Booker, G.et al, 1997).
Dependent variables
I—~
AcademicPerformance in
LiteracyandNumeracy
Educational OutcomesSmooth transition
> High retention
> Reduced repetition High
grade completion
~ Better Academic scores
> Positive Attitude
towards learning
> Better exam results
Secondary school Experiences~ Reading~> Writing~ Listening> Speaking> Manipulative skills> Measurement etc.
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Literacy is the ability to read, write and use written language appropriately in a range of contexts
for different purposes and to communicate with a variety of audiences. Reading and writing when
integrated with speaking, listening, viewing and critical thinking, constitute valued aspects of
literacy in modern life (MCEETYA Benchmarking Taskforce, 1997).
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CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
In this chapter the researcher has presented literature on literacy and numeracy achievement and
the study variables which include; secondary school learning experiences, gender differences,
teachers’ self-efficacy and type of school. The researcher has also provided a summary of the
literature reviewed.
2.1 The role of teaching Literacy and Numeracy on students’ performance
Basic literacy and numeracy can be described as a learner’s ability to read, write and use numbers
in organising and communicating ideas effectively. Lewis (2010) explains that literacy is the
ability to read and write which is basic for all education. COAG (2008) explains that literacy and
numeracy refer to the skills needed to communicate ideas and make sense of the world through
language and numbers. Therefore proficiency in reading and writing and mathematics are major
indicators of social wellbeing for all people by providing not only the skills for interacting with
the world, but also the foundation for further education in and beyond school (ABS, 2006).
According to UNESCO (2005), literacy is the heart of basic education for all.
Goodwin (2000) indicates that Students’ reading skills are important to their success in school
and work. In addition reading can be a fun and imaginative activity for Students, which opens
doors to all kinds of new worlds for them. Reading and writing literacy are important ways in
which we use language to communicate. Literacy is fundamental for learning in school and has
an impact on students’ ability to participate in society and to understand important public issues.
Literacy therefore provides the foundations upon which skills need in the labour market are
anchored.
Fleer (2000) on the other hand argues that academic achievement can be defined as the extent to
which a learner is profiting from instructions in a given area of learning for example language
and mathematics activities among other aspects of the academic programme which is measured
by examinations or continuous assessment. Accordingly, Literacy and numeracy achievement
refers to how well a learner accomplishes his or her academic tasks in reading, writing, speech
and mathematics tasks. At secondary school context, literacy can be measured through
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observation of a child’s ability in identifying sounds and letters, drawing, scribbling, reading,
number recognition and counting among other related skills.
Achievement in literacy (performance) is an index of a learner’s future in today’s world. In school,
Students’ success is measured by literacy performance or how well they meet the goals of the set
targets often referred to as academic performance/achievement. Academic achievement is the
outcome of education or the extent to which learners, teachers or institutions have achieved their
educational goals (Guranywa, 1995). The common indicators of academic performance are the
learner’s scores and overall performance in class work. UNESCO, (1990) observes that academic
achievement at preschool and lower grades of secondary school can predict an individual’s future
academic success in the subsequent levels of education. According to Gay (1981), various factors
determine the level and quality of learners’ literacy achievement. Research has shown that literacy
achievement and success in the middle grades can be attributed to a myriad of individual, family,
school, and community factors (Goodall, 2007 and Ooms, 1988). The factors may either promote
or inhibit academic success, and often begin much earlier in life. Green, (2000).
2.1.2 Determinants of academic performance in schools
Academic achievement is a function of many different interacting factors and may not be the same
across regions and even schools. Studies on academic performance in Tanzania show varied
factors interplaying in determining academic performance of learners. Komba, (2012).
According to Kraft, (1994), various factors determine learning outcomes of secondary school
students. These factors include but not limited to; social economic, environmental and
psychological factors, Wenger, (1991) also investigated factors determining academic
achievement of secondary school students. Kothari, (2004).
2.1.2 Students’ Achievement in Literacy and Numeracy
Several factors have been reported to influence students’ academic achievement including lack of
secondary learning school experiences, large class sizes, lack of effective supervision, lack of
prompt payment of school fees, low frequency of in-service training for teachers, irregular staff
meetings, inadequate school infrastructure, chronic teacher and students absenteeism inadequate
teaching/learning materials, poor home environment, low parental participation, negative teacher
attitudes, teachers’ professional qualifications and teachers’ teaching experiences Nuthall, (2007);
Levine, (1990). ; The National Foundation for Educational Research, 2007; Randerson, 2008;
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Reynolds, 1994; Bibi & Ali,2012). MoVET, 2010) also observes that in United States of America,
students enter school with varied experiences creating a gap between their academic performances.
He recommends that the gap be addressed during the early years of life. However, there is limited
literature available on the effect secondary school learning experiences on students’ achievement
in literacy and numeracy. Mosha, (2012).
Myers and Lander (1989), also argue that considering the effectiveness of secondary school
systems, there is a tendency to overlook the important education, growth and development that
occurs in the earliest years before a child enters formal school. This is so even though a growing
body of evidence shows that early development programmes can have important positive effects
on a child’s secondary school readiness, enrolment, progress and achievement MoVET, (2012).
A survey conducted by Randerson (2008) in the USA on the long-term benefits of secondary
school learning outcomes, showed that over 44% of the fourth grade Students nationwide were not
able to read at or above the basic or partial mastery level on the National Assessment of Education
Progress (NAEP) test (NECTA, 2006).
The extent of the problem ranged from 27% in Maine to 62% in Louisiana. In California 59% of
the learners was reading below the minimum established proficiency level for reading. This could
be partly attributed to differential early childhood (secondary) experiences among students which
emanated from lack of common preschool programmes or curricula. Bynner, (2007).
A study by Green and Riddle (2012) provides strong evidence that early educational experiences
have substantial causal effects on cognitive skills and that formal schooling determines basic
literacy, numeracy and problem—solving skills. This underscores the important role secondary
school learning experiences can have in determining and even predicting later academic
achievement of learners. Mbugua, (2012).
In the Solomon Islands, Schneider, (2003), investigated the factors which influence secondary
school academic achievement among them; home environment, parental participation, teachers’
attitudes and early childhood programmes. The study found that; early childhood education was
positively related to secondary school academic achievement particularly in reading. The study
also revealed that early childhood education experiences contributed to higher performances in
specific skill areas such as reading and mathematics. The study further revealed that classrooms
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that had a variety of age-appropriate learning materials and teachers with early childhood
education training were closely associated with better performance both in reading and
mathematics examinations. Rogoff, (2008)
The National Foundation for Educational Research (NFER, 2007) studied over 200,000 students
aged 9-10 in 41 countries. The study was meant to provide information on the reading habits of
secondary-aged Students and Students’ reading attitudes and habits. The study found that Hong
Kong and Singapore had the highest percentages of students entering school with literacy skills
already in place. The study further established that students in schools with advanced skills in
reading had attended secondary school programmes. (Ubogu, 2004). It was further revealed that
students who spent between 30 and 60 minutes on reading homework a day had the highest mean
score in most subjects than their counterparts. There was also a clear association between the
number of books in the home and Students’s reading attainment. There are however, no similar
studies which have been conducted to investigate standard one students’ literacy and numeracy
achievement and the extent to which such experiences predict students’ academic achievement.
The current study investigated the influence of secondary school experiences on students’
achievement in literacy in Gucha District of Kisii County (Kima, 2002).
Grossman (1997) conducted a study on the effectiveness of a first grade program on later
academic achievement. The purpose of the study was to investigate the academic effectiveness
of a first grade program in a suburban upper class school system. Students who spent an extra
year in first grade program were matched with youngsters who proceeded directly to first grade
based on gender and date of birth. A significance difference in academic achievement was
recorded in numeracy and rio significant difference in literacy. The study investigated differences
in literacy and numeracy achievement between Students with secondary school learning
experiences and those who join secondary school without adequate secondary school learning
experiences. In this study secondary school learning experiences adopts the meaning of all the
experiences that are organized and purposively provided to Students aged three to six years in
order to prepare them for formal learning in a secondary school setting. This gives the Students
a head- start and reduces the issue inequalities among Students in regard to the basic skills,
knowledge and ability at the time of entering school. For example in the USA, the issue is that
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when Students enter school, their reading skills vary widely by socio-economic status, race and
ethnicity, and immigrant status.
Hurvitz (2009) established that development is a cumulative phenomenon. That is, early
experiences lay the foundation for all that follows. He argues that the emergence of basic skills
and competencies is directly linked to later development of more complicated skills and
competencies. l-lurvitz further observes that, how well one thinks, learns, communicates,
concentrates, problem-solve and relate to others when he/she enters school and later in life depends
largely on the experiences one acquires during the earliest days, months and years of life. This
argument helps make a case for the current study which among others aimed at establishing
whether secondary school learning experiences determine students’ literacy and numeracy
achievement. UNESCO, (1993).
Beside the literacy gaps exist before Students enter school and some out-ofschool factors as
Students progress through school (Waldfoge, 2012). Murray and Harrison (2011), also observe
that secondary experiences can influence school readiness. In Nigeria, Osakwe (2009) investigated
the effects of early childhood education experiences on the academic performance of secondary
school Students, The study utilized school continuous assessment test-records (CATs). The study
used a 0.05 level of significance. The findings revealed that there was a significant difference
between students who had secondary school education experiences and those without such
experiences in their academic performance, cognitive ability, social skills and motor skills. The
current study reveals that there is a significant difference between students with secondary school
learning experiences and those without such experience in literacy and numeracy achievement.
UNESCO, (2006).
A study by Berlinki, Galiani and Gertler (2006), investigated the effects of presecondary school
education on secondary school performance. The researchers wanted to provide an empirical
foundation for the importance of secondary education. They estimated that one year of quality
secondary school education increased the average scores of third grade students by 8% of the mean
or by 24% of the standard deviation of test-scores. The findings revealed that secondary school
attendance positively affected students’ self-control in the third grade when measured by
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behaviour such as attention, effort, class participation, and discipline. This had a positive
correlation on students’ academic achievement. UNESCO (2010).
Myers and Lander (1989) did a longitudinal study to assess the effects of early childhood
programmes on secondary school progress and performance in Australia. Students aged 3 to 5
from ,,disadvantaged’ background were followed as they moved through secondary school grades.
Their progress and performance was evaluated. The results revealed that well-implemented early
childhood education programmes can have significant long-term effects on school progress as
measured through increased need for special education, and completion of high school. This
position is shared by early studies (Lazar, 1982; Halpern & Myers, 1985). The current study results
also reveal that secondary school learning experiences can significantly influence students’ literacy
and numeracy achievement. IJNESCO (2012)
Barnett (2008)’s study provides further revelation on lasting effects of presecondary school effects.
A review of studies aimed at understanding the short and long-term effects on learners’ academic
progress and achievement. Results from this study further showed that secondary school
programmes have positive effects on Students’s learning outcomes and development, all be it the
effects varied in type and persistence from by type of programme. It was further established that
well-designed preschool education programmes produced long-term improvement in school
success including higher educational attainment. Previous studies focused on the overall effects of
secondary experiences while the current study investigated standard one students’ literacy and
numeracy achievement. The strongest evidence however was that economically disadvantaged
Students reaped more long-term benefits from preschool programmes. Taiwo and Tyolo (2002),
investigated the effects of school education on academic performance of grade one students in
secondary school in Botswana. The study aimed at finding out whether there were significant
differences of Botswana grade one students with secondary school education experiences and their
counterparts without such experience on selected tasks in English literacy, mathematics and
science (UNESCO, 2013).
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2.2 The challenges of teaching literacy and numeracy on academic performance.
In the student based factors; the language use, students’ rate of absenteeism and students’ lateness
to school are considered to be factors influencing low literacy performance. The prevalence of the
use of local language leads to students’ lack in vocabularies in English and Kiswahili. Mosha
(2012) assessed that, majority of students who interact using Kiswahili or English language tend
to understand it better and do well in literacy performance and examination in general. Students
who use mother tongue for interaction are disadvantaged as they end performing poorly in literacy,
as their understanding becomes difficult due to the process of translating language first, then to
learn in the context required URT (1995).
Reche et a!. (2012) reported that, absenteeism among school students is one factor that may lead
to low literacy performance. When students absent themselves from school, they tend to lose many
concepts and definitely may not do well in literacy. Continued loss of classes results to loss of
content and knowledge. Equally important, students lateness, contribute to low literacy
performance as they fail to capture concept taught earlier during their absence URT (2000).
Lower Curriculum in promoting literacy and numeracy skills. Generally, teachers felt that to
some extent the lower secondary curriculum promoted the development of numeracy and literacy
skills, however, they found it lacking in a number of areas. It was noted that the prescribed
textbooks were too many while some did not correlate with the curriculum. The curriculum lacked
the grammar component and the content was not relevant to all learners in different locations as it
was relevant and familiar to learners in town schools. Some schools perceived that the amount of
content was too much for grade 1. There were critics on the abolishment of handwriting as a
subject. Abolishment of handwriting especially in government schools negatively affected the
development of literacy and numeracy skills. Private school maintained handwriting as a subject
despite the curriculum prescriptions. URT (2000).
The curriculum contained inconsistencies terminologies whereby in Grades 1 to 3 learners used
different terminologies for the four operation signs and this makes it difficulties to make a switch
at Grade 4. There were too many assessment tasks in Grades 1-4 making it difficult for teachers to
concentrate on teaching. The absence of the School Readiness Programme and secondary
weakened the foundation on literacy and numeracy.
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Parental/Community-Based Factors on Low Literacy Performance. Community/parental
based factors are factors within the community that impede or enhance students’ literacy
performance. According to Ubogu (2004), good performance is realized when parents work in
consultation with the teachers in order to understand their Students better. Participation puts
students on alert and study in school as they know that their parents would inquire and check about
their performance. Also, parents may not be able to provide much guidance and help their
Students’s performance improve when they are ignorant of what happens in school.
Henderson ef al. (1988) regard parents as copartners in literacy performance of secondary schools
students. First, parents carry out their legal duties as parents such as paying school fees and buying
of uniforms. This is the most taken-for granted level which is, nevertheless, most essential for any
school. Second, parents are collaborators and problem solvers. This is the level at which teachers
involve parents to prevent or to solve a potential or an already disabling behaviour of a child in a
school. This level is rarely invoked and when it is often at the stage when the child student is about
to be disciplined. That is when it is too late to have any meaningful involvement from the parent.
Third, parents act as audience, this is normally exemplified by attendance at school open days
when the presence of parents is merely to boost the morale of Students and make teachers feel a
sense of community. Fourth, is a more active role where parents give material, moral and social
support to schools, Students and teachers. Fifth and final role is when parents act as advisors and
co-decision makers.
Parents who never participate in the general school development contribute to low literacy
performance; schools where parents are actively involved in school development do well in
literacy as students are encouraged by both the teachers and the parents.
With regard to student’s assistance, Fan and Chen (2001) pointed out that, parental involvement
in child’s literacy practices positively affects to academic performance. Students who do not
receive assistance at home on homework end up performing poorly in literacy. Parents’ support
on Students influence performance on literacy and is a more powerful force for academic success
than other family background variables, such as social class, family size and level of parental
education (Flouri and Buchanan, 2004).
15
These are the factors within the teachers that could hinder or promote academic academic
performance in their schools. Teacher commitment, teachers’ frequency of absenteeism, teachers’
motivation and teachers’ work load. Ubogu (2004) asserted that, teachers who lack enthusiasm are
unable to teach effectively, making students not to learn well. This could be a contributing factor
to low literacy level performance by the students in secondary schools. On top of that, teachers’
rate of absenteeism is among the factors leading to low literacy level Absenteeism by teachers
reduces the amount of instructional time and this result in the syllabus not being completed. This
in turn results to lower output of work by the students. When teachers absent themselves from
school frequently, students go unattended and do not do well in literacy Reche et a!. (2012).
Teacher’s motivation is one of the major element / components of literacy performance. The World
Bank (1986) acknowledged that, teacher’s satisfaction is generally related to achievement,
satisfied teachers would concentrate hence enhancing academic performance of their student.
Towse et a!. (2002) also found that, teachers are demoralized due to not being paid enough salary
by the government. Moreover, Guranywa (1995) found that the practice of tuition is a result of
parents and students’ dissatisfaction with teaching /learning atmosphere in the schools (in the same
study students who did not attend teacher’s private tuition classes were victimized in school).
Students may value tuition more than school learning because of the held perceptions and close
supervision during tuition. This may lead to underrating the importance of school learning, thus
creating motivation not to learn in school, A highly motivated person puts in the maximum effort
in his or her job (Lockheed et a!., 1991). Lack of motivation and professional commitment
produces poor attendance and unprofessional attitudes towards students which in turn affect the
academic performance academically). Some secondary school teachers are incompetent in
teaching some subjects. The analysis done by NECTA (1996) indicated that, majority of Grade
“A” certificate students obtained as a “D” mean grade. The minimum pass score was grade “D”
that is 30% of total assessment. Most of teachers were certified with the grade are currently
teaching in secondary schools. Incompetence in teachers has adverse effect on the interests and
imagination of students (Gwee, 1 968).
Henson and Higgins (1997) study found that, teachers who are poor in the subject matter may doubt
their capabilities and knowledge on literacy teaching, consequently avoid anything that accedes their
knowledge. Since they are poor academically, under that situation they lack teaching and learning
16
techniques, students’ motivation to learn will definitely be undermined by such teachers. They resist
developing challenging activities for class and helping students to succeed in difficult literacy
learning tasks.
Schneider (2003) states that, high teacher turn over forces schools to devote attention, time and
financial resources attracting replacement of teachers, again due to low turnover rate of teacher’s
leads to some periods to be unattended, this is a factor of low literacy performance.
2.3 The solutions to the challenges of teaching literacy and numeracy on performance
Equipping teachers with relevant skills. Although there was evident satisfaction among teachers on
the extent to which teacher education programmes equipped teachers with relevant skills. It was
evident according to teachers’ opinions that some training programmes were weak in a number of
areas. The school managers indicated that some BETD In-set and set graduates experienced
difficulties to teach phonics which was essential for promoting literacy and numeracy skills.
Opinions held by the BETD Preset and Inset graduates about the programme were that the
programme did not equip them with phonic knowledge, vocabulary and mother tongue teaching
skills. Furthermore, the training was too theoretical and had shortcomings in specific areas. For
example, it did not prepare them sufficiently regarding multi-grade and compensatory teaching,
handling learners with special needs and emotional problems.
The training programme should provide teachers with an opportunity to specialise in a subject, as
such lower secondary teachers were not English and Mathematics specialists. Due to this the training
programme should equip teachers with in-depth subject knowledge in mother tongue, English and
Mathematics.
17
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This section specifies research design, sampling design, sample size, and techniques of data
collection, measurement, data processing and analysis and highlights the limitations found during
the study.
3.1 Research Design
To achieve the objectives of the study, the researcher used cross-sectional survey method that used
both quantitative and qualitative methods. A cross sectional survey was used in order to obtain a
snapshot data on study variables. This combined with descriptive and analytical research designs.
The descriptive nature of it focused on understanding of a sample survey in which responses of
self-administered questionnaires were described to provide a clear picture. The analytical
perceptive involved analyzing results from responses given in the questionnaires and actionable
recommendations were then made. Both secondary and secondary sources of data was used.
3.2 Study Population
The target group for the study was individual district employees, whereby Ngaramtoni Tanzania
was considered as a Unit of Analysis. The study population comprised of 58 in Ngaramtoni.
3.3 The Sample Size and Selection
A sample size of 50 different employees was calculated using solven’s formula to estimating
sample size.
Table: 1 Summary of the Sample Size
Category Sample size
Teachers 30
Community members 15
Students 05
Total 50
18
3.4 Sampling Method:
A stratified sampling procedure were used to select the respondents so as to ensure
representativeness and minimize bias, whereby the strata were composed of different respondent’s
categories. The community is to be the main targets for the study. From each of the sampled, three
respondents were selected. The first respondents used a person identified by the community
member, and the second was a member of the teachers body last one will be school going Students.
3.5 Data Collection Sources:
Data was collected from two sources:
i) Secondary data; this was from the source from a review of related literature from journals,
published reports, newspapers, and in-house documents for Ngaramtoni Tanzania.
ii) Secondary data; this was through self-administered questionnaires to respective respondents
being of the selected district.
3.5.1 Secondary Data:
The researcher by asking the respondents through self-administered Questionnaire that were
gathered. Self-administered questionnaires will be used to obtain personal assessment responses.
3.5.2 Secondary Data:
The main sources of this data was the Internet, magazines, books, Journals, reports and
Newspapers.
3.6 Methods of Data Collection
Questionnaire
The researcher used self-administered questionnaires on respondents from the sample. The
questionnaires were divided into two parts: Part A was answered by the community members and
Part B was answered by teacher and school going Students.
The researcher included this method of data collection in order to get the views that the respondents
felt could not be voiced out before other people. The researcher was able to get more information
through this method of data collection as compared to all the other methods used especially on
information about the teaching literacy and numeracy in Ngaramtoni Tanzania. The respondents
19
felt free and could easily confide through pen and paper. However among the locals, oniy a few
respondents read and write in English and some handwriting were incomprehensible. This method
equally proved useful when used.
Documentary Review
Various books, magazines, Journals and newspapers with information on teaching literacy and
numeracy in Ngararntoni Tanzania. And the roles of various actors like the non-governmental
organizations; both local and international, individual actors, government institutions written by
varied authors were consulted. This was supplemented by data from various websites and the
Internet although they were minimal. Reports from various ministries was equally obtained.
3.7 Validity and Reliability of research instruments
Validity
Validity, An instrument is said to be valid when it measures what it claims to measure or the extent
to which it predict accurately. It is actually the degree to which an instrument actually measures
the variable it claims to measure. To ensure validity, pre-test study was done to ten randomly
selected respondents.
Reliability
Reliability is the ability of the instrument to consistently yield the same results when repeated
measurements are taken of similar individuals under the same conditions. Reliability ensured using
triangulation by featuring similar questions in the questioner using different language.
3.8 Data Analysis
The raw data to be collected in the field had was systematically organized to facilitate analysis and
easy comprehension of the findings.
Quantitative analysis
Excel tables were used to sum up the data into descriptive statistics. It was coded, statistics made
and summarized into frequency and percentage tables and later used to explain the findings
through charts and graphs.
20
Qualitative analysis
The information collected were evaluated with documentary review and the research theme in a
systematic way in order to describe what was on ground, establish useful conclusions and
recommendations that were unbiased and were in line with the objectives of the study.
3.9 Ethical Consideration
Before commencing the research, an introductory letter from the Kampala international University
was sought and the purpose of the study were explained to the authorities to avoid inconveniences
and misunderstandings about the purpose. The information collected was kept highly confidential.
3.10 Limitations.
In the process of carrying out this study, a number of constraints were encountered. These
constraints may hamper the speed at which the study were carried out. While carrying out the
study, the researcher expected to encounter various constraints. These included;
1, The Researcher faced a difficult time convincing the officials that the research is not meant
to expose any of their confidential information and basically study related.
2. It was difficult to obtain the information due to limited information about teaching literacy
and numeracy in Ngaramtoni Tanzania; the respondents also had no enough knowledge
about the topic so their information needed much evaluation so that the researcher could
come up with the correct and useful information.
3. Some targeted respondents were not willing to set aside time to respond to the
investigator’s questions this ended up frustrating the researcher’s efforts to collect
substantial data. The researcher also faced a problem of rude and hostile respondents.
21
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS
4.0 Introduction
This chapter presents data interpretations, analysis and presentation; on “The role of teaching
literacy and numeracy on academic performance in Ngaramtoni Tanzania.
4.1.1 Findings on the demographic information
Table: 2 Gender of respondents
Frequency Percent
Male 21 43,3
Female 29 56.7
Total 50 100.0
Source: Secondary 2017
From the findings in table above shows the majority of respondents are female (56.7%), (43.3%)
male among 100 respondents, this implies that the highest percentage is represented by female in
Ngaramtoni Tanzania.
4.1.2 Findings on Age bracket of respondents
Table: 3 Age bracket of respondents
Frequency Percent
Less than 24 years 8 16.7
Between 25-3 0 years 23 46.7
Between 3 1-35 years 1 1 23.3
Between 36-40years 6 10.0
Above 40years 2 3.3
Total 50 100
Source: Secondary data 2017
Findings in table 4.2 indicated that majority of the respondents were 46.7% which were between
the age bracket of 25 to 30 years, followed by 23.3% with the age of3l-35 years, 16.7% below
24 years, and 3.3% above 40 years.
22
Figure: 2 A bar graph showing age bracket of respondents
Source: Primary Data 2017
4.1.3 Findings on level of education
Table: 4 level of education
Frequency Percent
Postgraduate 3 6.7
Degree 13 26.7
Diploma 23 46.7
Certificate 5 10.0
others 5 10.0
Total 50 100.0
Source: Primary Data 2017
From table 4.3, majority of the respondents 46.7% were diploma holders and 26.7 Oo) were degree
holder. This implies that the staffs have at least a minimum level of education which makes the
work easier in Ngaramtoni Tanzania despite reading and writing literacy which are important ways
23
in which we use to communicate. Literacy is fundamental for learning in school and has an impact
on students’ ability to participate in society and to understand important public issues.
Figure: 3 A pie chart showing education level of respondents
Certificate1000
Education levels of respondentsPostgraduate
6° o
Degree27%
Source: Primary Data 2017
4.1.4 Findings on working experience in the organization
Table: 5 working experience in the organization
Frequency Percent (%)
Less than 1 year 7 1 3.3
Between 1-5years 35 70.0
More than 5 years 8 16.7
Total 50 100.0
Source: Secondary data
24
Table 4.4, clearly shows that the biggest percentage of 7000 have worked for a period of 1 to 5
years in the organization, 16.7% for more than 5 years, 13.30o for less than one year. These findings
imply that most respondents such as head teachers and teachers sampled had good experience to
effectively implement teaching and learning of literacy and numeracy in their schools.
Figure: 4 A bar graph showing the period worked
70
60
50
40
30
20
10
0
Source: Primary Data 2017
a
4.2 Findings on the role of teaching literacy and numeracy on academic performance in
Ngaramtoni Tanzania.
Frequency Percent (%)
Strongly agree 20 40.0
Agree 13 26.7
Not sure 3 6.7
Disagree 10 20.0
Strongly disagree 4 6.7
Total 50 100.1
Source: Secondary data
Table 4.5 shows that majority of respondents (66.7%) agree that basic literacy and numeracy can
be described as a learner’s ability to read, write and use numbers in organising and
communicating ideas effectively. 26.7° o disagrees, and 6.7% were not sure. This implies that
Less than 1 year Between I -5years More than 5 years
Table: 6 the role of teaching Literacy and Numeracy on students’ performance
25
literacy is the ability to read and write which is basic for all education important to their success
in school and work. Lewis (2010) explains that literacy is the ability to read and write which is
basic for all education. Therefore proficiency in reading and writing and mathematics are major
indicators of social wellbeing for all people in Ngaramtoni Tanzania by providing not only the
skills for interacting with the world, but also the foundation for further education in and beyond
school (ABS, 2006), According to UNESCO (2005), literacy is the heart of basic education for
all. Goodwin (2000) indicates that Students’ reading skills are important to their success in school
and work. In addition reading can be a fun and imaginative activity for Students in Ngararntoni
Tanzania, which opens doors to all kinds of new worlds for them. Reading and writing literacy
are important ways in which we use language to communicate. Literacy is fundamental for
learning in school and has an impact on students’ ability to participate in society and to understand
important public issues. Literacy therefore provides the foundations upon which skills need in
the labour market are anchored.
3.2 Findings on how Literacy is fundamental for learning in school
Table: 7 Literacy is fundamental for learning in school
Frequency Percent Cumulative percent
Strongly agree 10 20.0 20.0
Agree 19 36.7 56.7
Not sure 6 13.3 70.3
Disagree 2 3.3 73.3
Strongly disagree 13 26.7 100.2
Total 50 100.0
Source: Primary Data 2017
Results in table 4.6 above indicate that 20% of the respondents strongly agreed that Literacy is
fundamental for learning in school. 36% agreed, 6% were not sure, 2% disagreed and 13% strongly
disagreed. Majority of the respondents agreed. This implies that Literacy provides the foundations
upon which skills need in the labour market thus academic achievement can be defined as the
extent to which a learner is profiting from instructions.
26
4.3. Findings on the challenges of teaching literacy and numeracy on academic
performance.
Table: 8 Low literacy performance
Frequency Percent (%)
Strongly agree 20 40.0
Agree 13 26.7
Not sure 3 6.7
Disagree 10 20.0
Strongly disagree 4 6.7
Total 50 100.0
Source: Primary Data 2017
Table 4.11 shows that 40% of the respondents strongly agreed that students’ rate of absenteeism
affects students, 23.3% agreed 3.3% not sure and 16.7% strongly disagreed. Majority of the
respondents strongly agreed. This implies that, the underlying argument here is that; the knowledge
and skills acquired through education can uplift one to the sense of self-worth and make one the
attitude necessary for their new community responsibilities.
4.3.2 Findings on lower Curriculum in promoting literacy and nurneracy skills
Table: 9 Lower Curriculum in promoting literacy and numeracy skills
Frequency Percent
Strongly agree 17 34
Agree 21 - 42
Not sure 10 -~ 20
Strongly disagree 2 4
Total 50 100
Source: Primary Data 2017
Table 4. 12 shows that 42% respondents agreed that lower Curriculum in promoting literacy and
numeracy skills, 34% strongly agreed 20% not sure and 4% strongly disagreed. Since the majority
strongly agreed this implies that teachers felt that to some extent the lower secondary curriculum
27
promoted the development of nunleracy and literacy skills. Thus the curriculum contained
inconsistencies terminologies whereby in Grades 1 to 3 learners used different terminologies.
Table: 10 Parental/Community-Based Factors on Low Literacy Performance.
Frequency Percent
Strongly agree 20 40.0
Agree 13 26.7
Not sure 3 6.7
Disagree 10 20.0
Strongly disagree 4 6.7
Total 50 100.0
Source: Primary Data 2017
Table 4.11 shows that 40 % of the respondents strongly agreed that Parental/Community-Based
Factors on Low Literacy Performance, 23.3% agreed 3.3% not sure and 16.7% strongly disagreed.
Majority of the respondents strongly agreed. This implies that, community/parental based factors are
factors within the community that impede or enhance students’ literacy performance. According to
Ubogu (2004), good performance is realized when parents work in consultation with the teachers in
order to understand their Students better. Participation puts students on alert and study in school as
they know that their parents would inquire and check about their performance. Also, parents may not
be able to provide much guidance and help their Students’ performance improve when they are
ignorant of what happens in school.
28
4.2.2 Findings on the solutions to the challenges of teaching literacy and numeracy on
performance
Frequency Percent Cumulative percent
Strongly agree 12 23.3 23.3
Agree 9 16.7 40.0
Not sure 2 3.3 43.3
Disagree 17 33.3 76.3
Strongly disagree 10 23.3 100.0
Total 50 100.0
Source: Primary Data 2017
Results in table 4.7 above indicate that 20% of the respondents strongly agreed that there should be
ways to equipping teachers with relevant skills.36% agreed, 6% x~’ere not sure, 2% disagreed and
13% strongly disagreed. Majority of the respondents agreed, This implies according to teachers’
opinions that some training programmes were weak in a number of areas. The school managers
indicated that some BETD In-set and set graduates experienced difficulties to teach phonics which
was essential for promoting literacy and numeracy skills.
4.2.3 Findings on training programme that provides teachers with an opportunity to specialize in
a subject
Table: 12 training programme that provides teachers with an opportunity to specialize in a
subject
Frequency Percent Cumulative percent
Strongly agree 28 56.7 56.7
Agree 12 23.3 80.0
Not sure 2 3.3 83.3
Strongly disagree 8 16.7 100.0
Total 50 100.0
Table: 11 Equipping teachers with relevant skills
Source: Secondary data
29
Results in table 4.10 above indicate that 56.7% of the respondents strongly agreed that there should
be training programme should provide teachers with an opportunity to specialize in a subject, 23.3%
agreed, 3.3% were not sure and 16.7% strongly disagreed. Majority of the respondents strongly
agreed. This implies that the training programme should provide teachers with an opportunity to
specialise in a subject, as such lower secondary teachers were not English and Mathematics
specialists. Due to this the training programme should equip teachers with in-depth subject
knowledge in mother tongue, English and Mathematics.
30
CHAPTER FIVE
SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
This chapter presents a summary of the findings, discussion, conclusions based on research
objectives
5.1 Summary of the findings
5.1.1 The role of teaching literacy and numeracy on academic performance in Ngaramtoni
Tanzania.
The findings shows that majority of respondents (66.7%) agree that basic literacy and numeracy
can be described as a learner’s ability to read, write and use numbers in organising and
communicating ideas effectively. 26.7% disagrees, and 6.7% were not sure. This implies that
literacy is the ability to read and write which is basic for all education important to their success
in school and work. Lewis (2010) explains that literacy is the ability to read and write which is
basic for all education. Therefore proficiency in reading and writing and mathematics are major
indicators of social wellbeing for all people in Ngaramtoni Tanzania by providing not only the
skills for interacting with the world, but also the foundation for further education in and beyond
school (ABS, 2006).
According to UNESCO (2005), literacy is the heart of basic education for all. Goodwin (2000)
indicates that Students’ reading skills are important to their success in school and work. In
addition reading can be a fun and imaginative activity for Students in Ngaramtoni Tanzania,
which opens doors to all kinds of new worlds for them. Reading and writing literacy are important
ways in which we use language to communicate. Literacy is fundamental for learning in school
and has an impact on students’ ability to participate in society and to understand important public
issues. Literacy therefore provides the foundations upon which skills need in the labour market
are anchored.
Also, the finding shows 20% of the respondents who strongly agreed that Literacy is fundamental
for learning in school. 36% agreed, 6% were not sure, 2% disagreed and 13% strongly disagreed.
Majority of the respondents agreed. This implies that Literacy provides the foundations upon
31
which skills need in the labour market thus academic achievement can be defined as the extent
to which a learner is profiting from instructions.
5.2 The challenges of teaching literacy and numeracy on academic performance.
The findings show 40 % of the respondents strongly agreed that students’ rate of absenteeism
affects students, 23.3% agreed 3.3% not sure and 16.7% strongly disagreed. Majority of the
respondents strongly agreed. This implies that, the underlying argument here is that; the knowledge
and skills acquired through education can uplift one to the sense of self-worth and make one the
attitude necessary for their new community responsibilities.
The findings shows that 42% respondents agreed that lower Curriculum in promoting literacy and
numeracy skills, 34% strongly agreed 20% not sure and 4% strongly disagreed. Since the majority
strongly agreed this implies that teachers felt that to some extent the lower secondary curriculum
promoted the development of numeracy and literacy skills. Thus the curriculum contained
inconsistencies terminologies whereby in Grades 1 to 3 learners used different terminologies.
The findings shows that 40 % of the respondents strongly agreed that Parental/Community-Based
Factors on Low Literacy Performance, 23.3% agreed 3.3% not sure and 16.7% strongly disagreed.
Majority of the respondents strongly agreed. This implies that, community/parental based factors
are factors within the community that impede or enhance students’ literacy performance.
According to Ubogu (2004), good performance is realized when parents work in consultation with
the teachers in order to understand their Students better. Participation puts students on alert and
study in school as they know that their parents would inquire and check about their performance.
Also, parents may not be able to provide ml4ch guidance and help their Students’ performance
improve when they are ignorant of what happens in school.
5.3 The solutions to the challenges of teaching literacy and numeracy on performance
Suggestion on how to improve implementation of teaching and learning in order to raise the
reading literacy levels, as suggested by teachers, head teachers and pupils are increasing the
number and variety of teaching and learning, resources, early identification of challenges and
mounting of intervention, adequately preparing pupils at pre-school, adequate preparation by
teachers, sensitizing parents to embrace their school, giving make up and remedial teaching to
32
pupils, increase the number of teachers, teaching the lower classes more seriously, guiding and
motivating pupils to create interest in the subject, use of English as a medium of communication,
fair timetabling, provision of individualized education program, encouragement of follow up,
allocation of more time, parents to help pupils with homework, reading more story books, teachers
to work harder and keep time, teachers to give pupils personal attention, and doing more practice.
The findings indicate that 20% of the respondents strongly agreed that there should be ways to
equipping teachers with relevant skills.36% agreed, 6% were not sure, 2% disagreed and 13%
strongly disagreed. Majority of the respondents agreed. This implies according to teachers’
opinions that some training programmes were weak in a number of areas. The school managers
indicated that some BETD In-set and set graduates experienced difficulties to teach phonics which
was essential for promoting literacy and numeracy skills.
Also, the findings indicate that 56.7% of the respondents strongly agreed that there should be
training programme should provide teachers with an opportunity to specialize in a subject, 23.3%
agreed, 3.3% were not sure and 16.7% strongly disagreed. Majority of the respondents strongly
agreed. This implies that the training programme should provide teachers with an opportunity to
specialise in a subject, as such lower secondary teachers were not English and Mathematics
specialists. Due to this the training programme should equip teachers with in-depth subject
knowledge in mother tongue, English and Mathematics.
5.3 Conclusion
Based on the findings of the study, the following conclusions can be made. In Secondary Schools
in Ngaramtoni Tanzania, implementation of teaching and learning of literacy and numeracy
influences achievement of basic reading literacy to a moderate extent. The positive school climate
found in majority of schools has a positive but small influence on achievement of basic reading
literacy. This is also the case for the teaching and learning resources which are inadequate. The
teachers are effective in implementation of teaching and learning of literacy. Effectiveness of
teachers and the teaching process has the largesf positive influence out of all the factors under
study.
33
Factors in home environment of pupils in Secondary Schools in Ngararntoni Tanzania that
influence achievement of basic reading includes family’s social economic status, parental
educational level, educational resources at home and reading literacy activities at home. The social
economic status of the pupils’ parents in below average most being of low social economic status.
Majority of the parents have secondary school education. Majority of pupils are involved in
reading literacy activities at home and in majority of homes there are reading literacy educational
materials. Among the home environment factors, parental education is the greatest predictor (by
35%) of achievement in basic reading literacy.
In Secondary Schools in Ngaramtoni Tanzania, students’ characteristic influence achievement of
basic reading literacy to a very small extent. The pupils rate of attendance is moderate, majority of
them are not motivated to learn and exhibit moderate attentiveness during learning.
The challenges that influence achievement of basic reading literacy in Secondary Schools in
Ngaramtoni Tanzania include inadequate teaching and learning resources, mother tongue
interference, lack of school library, inadequate time and pupils’ difficulty in understanding and
pronouncing word, lack of parental guidance and support, lack of basic needs, lack of learning
materials at home, lack of role models, ignorant parents, pupils being given too much domestic
work, insufficient lighting, and pupils’ lack of motivation to learn.
Ways of improving the reading literacy levels in Secondary Schools in Ngaramtoni Tanzania
include increasing the amount and variety of teaching and learning resources, establishing and
equipping libraries adequately, using English language as medium of communication, educating
parents on importance of education, their role in education and how to support the pupils, provision
of learning materials at home, guiding and supporting pupils, pupils doing more revision,
increasing pupils motivation to learn and inculcating a positive attitude towards learning.
5.4 Recommendations
Based on the findings of the study and the objective of improving reading literacy levels in
Secondary schools, the researcher makes the following recommendations. On implementation of
teaching and learning, each school should be provided with a well-equipped library. The number
of text books should be increased in order to increase access of the recommended course books.
34
To accomplish this the school administration can initiate resource mobilization activities like
keeping dairy cows, running food canteen among others, instead of solely relying on the
government fund. Head teachers should supervise the actual teaching and learning process mainly
through class observation and ensure the teachers adequately prepare for the lessons.
On home environment the parents should be educated on their role in supporting their children’s
education in order to support and guide them appropriately. Those without electricity in their
homes should be advised and be helped by the school administrators to form self-help groups to
raise money to install electricity.
On student characteristics, their motivation level should be raised by making learning interesting,
organizing motivation talks by school alumni who are successful and establishing a reward system
to recognize those who excel or improve in studies.
5.5. Recommendations for Further Research
Since this study encompassed assessing three sets of variables that were very diverse, it was not
possible to assess each variable in depth. I would thus suggest replication of the same study, and
further in depth research on the following; influence of home environment on basic reading
literacy. influence of effectiveness of teachers on achievement of basic reading literacy, influence
of adequacy of teaching and learning resources on achievement of basic reading literacy, influence
of pupils’ motivation on achievement of basic reading literacy, influence of social economic status
on achievement of basic reading literacy and influence of parental education level on achievement
of basic reading literacy.
35
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APPENDICES
APPENDIX 1: QUESTIONNAIRE FOR RESPONDENTS
I am Upendo William a final year student at Kampala International University and as part of my
requirements for the completion of the degree programme, I am conducting a study on the
Teaching of Literacy, Numeracy and Academic Performance in Secondary Schools in Ngaramtoni
Tanzania. As one of the members or employee, your opinions are very important to this study. The
information you provide will be used for academic purpose only, and were treated with
confidentiality.
CHAPTER A: Bio data of respondent
1. Gender
a) Male ~ b) Female ~
2. Marital status
b) Married ~ b) Single ~ c) other (specify)
3. Age
a) Less than 24 years
b) Between 25 -30 years
c) Between 31 -35 years
d) Between 3 6-40 years
e) Above 40 years
4. Education level
a) Post graduate b) Certificate
c) Diploma d) Degree
e) Above degree
5. Duration at the district
a) Less lyear D b) l-Syr
c) 5-lOyr d) Above lOyrs
40
B) QUESTIONNAIRE FOR RESPONDENTS
To what extent do you agree with the following statements about the role of teaching literacy and
numeracy on academic performance in Ngaramtoni Tanzania?
Reporting in your district? Please as most appropriate. -
I Strong Agree 2 Agree 3 Disagree 4 Strongly Disagree 5 Uncertain
Part B: The role of teaching literacy and numeracy on academic performance in Ngararntoni
Tanzania.
The role of teaching Literacy and Numeracy on students’ performance 1 2 ~f~i 5
(i) Basic literacy and numeracy can be described as a learner’s ability to read, write — —
and use numbers in organising and communicating ideas effectively
(ii) literacy is the ability to read and write which is basic for all education important to — — — —
their success in school and work
(iii) Literacy is fundamental for learning in school —
(iv) Literacy therefore provides the foundations upon which skills need in the labour — — — —
market
(v) academic achievement can be defined as the extent to which a learner is profiting — — — — —
from instructions
(vi) Achievement in literacy (performance) is an index of a learner’s future in today’s
world
(vii) Academic achievement is a function of many different interacting factors and may
not be the same across regions and even schools
(viii learning outcomes of secondary school students — — —
(ix) Academic achievement is a function of many different interacting factors — —
(x) academic performance in Tanzania show varied factors interplaying in determining —
academic performance of learners
41
Part C: The challenges of teaching literacy and numeracy on academic performance.
# Low literacy performance 1 4 5
(i) students’ rate of absenteeism — — — — —
(ii) students’ lateness to school are considered to be factors influencing — — — —
(iii) prevalence of the use of local language — —
(iv) Students who use mother tongue for interaction — — — —
(v) performing poorly in literacy, as their understanding becomes difficult due to the — — —
process of translating language first
# Lower Curriculum in promoting literacy and numeracy skills — — —
(vi) Do you think teachers felt that to some extent the lower secondary curriculum — — —
promoted the development of numeracy and literacy skills
(vii) they found it lacking in a number of areas — — —
(viii) Private school maintained handwriting as a subject despite the curricultim — — — — —
prescriptions
(ix) The curriculum contained inconsistencies terminologies whereby in Grades I to 3 — — — — —
learners used different terminologies
(x) too many assessment tasks in Grades 1-4 making it difficult for teachers to — — — — —
concentrate on teaching
(xi) absence of the School Readiness Programme and secondary weakened the — — —
foundation on literacy and numeracy
# Parental/Community-Based Factors on Low Literacy Performance. — — —
(xii) Community/parental based factors are factors within the community that impede or — — — — —
enhance students’ literacy performance.
(xiii) good performance is realized when parents work in consultation with the teachers — — — — —
(xiv) parents as copartners in literacy performance of secondary schools students — — — — —
(xv) parents carry out their legal duties as parents such as paying school fees and buying — — — — —
of uniforms —
42
~) ~who never pa~icipate in the general school deve1opm~t conifi ite to low - Tliteracy performance
~i) ~hers that could hinder or promote academic performance - - - -
(xviii) Teacher’s motivation is one of the major element / components of literacy — — —
performance
(xix) Community/parental based factors are factors within the community that impede or — — — — —
enhance students’ literacy performance.~----
(xx) good performance is realized when parents work in consultation with the teachers~
Part D: The solutions to the challenges of teaching literacy and numeracy on performance.
# Solutions 1 2 3 4 5
(i) Equipping teachers with relevant skills — — —
(ii) It was evident according to teachers’ opinions — — —
(iii) training programme should provide teachers with an opportunity to specialize in — — —~
a subject
(iv) training programme should equip teachers with in-depth subject knowledge in — — — — —
mother tongue
(v) Increase teachin~learning facilities supplied in secondary schools — — — — —
~-—~---------~-~ -
(vi) Parents/guardians should ensure gender equity to their children as a way that will
help girls to get ample time for academic matters
(vii) Parents should be educated on the importance of education to their children so that — — — — —
can support abolishment of truancy, along with provision of food in schools.
(viii) Vocational Training should make sure that, the changes in teaching curricula — — — —
should directly involve teachers
(ix) Vocational Training should make sure that, the changes in teaching curricula — — — —
should directly involve teachers as are ones who implement the curricula lather
than being given instruction of what to do.
(x) The system of any changes should be bottom-up and not top down — — — — —
(xi) Parents should ensure that children attend Secondary school program — —
43
School head teachers and managers need to comply with the ECDE policy by
ensuring that children attend school education.
(xii)
... -
(xiii) Head teachers and managers should ensure that standard one teachers and lower
Secondary school
(xiv) Science and Technology should sponsor in-service training for standard one — — —
teachers to improve their self-efficacy which is needed to help lay a firm literacy
and numeracy foundations.
(xv) There is need for the government also to organize workshops and refresher courses — — — — —
for teachers to boost their self-efficacy since high teacher-self efficacy have
positive correlation with pupils~
~ (xvi) Mlocate more funds and other resources to Promote literacy and numeracy — — — — —
learning in Secondary schools..~----~
(xvii) Government should embrace early childhood programmes to help give learners a
head-start in order to improve academic achievement across secondary schools
examinations...~-----
(xviii) School head teachers and managers need to comply with the ECDE policy by
ensuring that children attend school education..~-----
(xix) Head teachers and managers should ensure that standard one teachers and lower
Secondary school
44
APPENDIX II: WORK PLAN
Operational work plan that were guide the study. Work plan: some preliminary activities I will
undertake before data collection:
Activity March 2017 April 2017 May-June 2017 August 2017 September 2017
Literature review
and report writing
Securing of
permission and local
authorities from LC
Sample section from
the entire population
and mobilization of
respondents.
Organization and
printing of data
collections and
finalization of the
research reports.
Dissertation
Submission
45
APPENDIX III: BUDGET:
This proposed budget that will help in the research I proposed to do in Ngaramtoni Tanzania.
RESOURCE QUANTITY AMOUNT
Transport cost - 40,000=
Stationery 9 note books 20,000=
9 pens 2,500=
A ream of photocopying, papers, 1 15,000=
photocopying
100 questionnaires 20,000=
5 interview guides 1,000=
Binding 3 0,000=
Lunch 5000 per day l10,000
Refreshments 1 crate 17,400
Battery 5,000=
Notebooks 3,000=
Airtime 15,000
Hiring of statistician 120,000
Stationery 1 5,000=
Typists 150 pages 75,000
Flash disks 2GB 20,000=
Computer for editing 1 5 0,000=
Printing 25,000=
Total ~583,9OO
46