An evaluation of the teaching of reading and writing skills to Grade 2 pupils: A case of Lushishi Basic and Kaleo Community schools in Nchelenge district of Luapula Province
- November 8, 2021
- Posted by: RSIS
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue X, October 2021 | ISSN 2321–2705
Lufeyo Chitondo
Zambian Open University, Lusaka, Zambia
Abstract: The purpose of the study was to evaluate the teaching of reading and writing skills of Grade 2 pupils in two schools in Nchelenge district of Luapula Province, Zambia and the study sought to investigate the reading and writing teaching and learning materials and the methods used by teachers in teaching reading and writing in the two schools. The study employed a mixed paradigm and descriptive survey design that sampled two schools, Head teachers, in-service coordinators, senior teachers, teachers and learners. Data was obtained from respondents by means of interviews, questionnaires and classroom observation schedules. The sample consisted of fifty respondents. Frequency, percentages, tables, graphs and pie-charts were used to analyze the quantitative and qualitative data obtained. Data was then analyzed manually in some cases and also, a combination of software MS Access and MS Excel. The study found learners in Basic school performed better than those in Community school due to lack of orientation of teachers on the use of books and methodologies in teaching reading and writing Grade 2, lack of adherence to the stipulated Grade 2 literacy lesson procedure and the teaching of reading and writing with hardly any teaching and learning aids, teachers not teaching the Grade 2 class using the four pace groups and teachers’ poor organization of the teaching corner and lack of books in class libraries. The findings revealed that Grade 2 learners’ performance and achievement in reading and writing in the basic school was higher than those that were in the community school and the study recommended that the Ministry of Education should improve school infrastructure and supply books and desks while school administrators should ensure that teachers’ orientations and monitoring are done and teachers should adhere to the stipulated lesson procedure, teach using aids, use pace groups when teaching, organize teaching corner well and adhere to homework and remedial work policies.
Key words: Competence, curriculum, literacy, materials, policy,
I. INTRODUCTION
Zambia gained political independence from Britain on 24th October, 1964 and after independence, the country inherited the British type of education but immediately after independence, Zambia had to chart her own destiny in education provision.
