Pupils’ Competency in English Language in Primary Schools with Thematic Curriculum in Bundibugyo District, Uganda
- August 7, 2018
- Posted by: RSIS
- Categories: Education, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume II, Issue VII, July 2018 | ISSN 2454–6186
Dr. Kayindu Vincent
Kampala International University, Uganda, East Africa
Abstract: – The current study was carried out in Bundibugyo district of Uganda to establish the level of pupils’ competency in Reading in English in primary schools with thematic curriculum, as well as to find out the level of pupils’ competency in Writing and Comprehension in English Language in primary schools with thematic curriculum. The study employed a cross-sectional survey design, using quantitative and qualitative approaches. A sample of 306 pupils of p.4-p.6 where thematic curriculum was being offered, was taken, selected from six private and six public primary schools, using the Kreijcie & Morgan (1970) method of determining the sample. In addition, ten head teachers were subjected to oral interviews. A researcher-designed oral test and a written test were administered to the pupils to assess their competency in English language. The findings were that the level of pupils’ competence in Reading in English Language in Bundibugyo district was, on average high, given the mean of 3.13; the primary school pupils in Bundibugyo district are, on average incompetent in writing and comprehending words, sentences and stories of simple English like that of P.3 level (given the grand mean of 2.16). The recommendations were that parents in Bundibugyo should put in more effort to work hand in hand with the teachers to ensure that their children do better in English; there is need for parents to regularly visit schools where their children are studying from to discuss with teachers their children’s progress and to forge the way forward for better results.
Key Words: Competency; reading; writing; comprehension; dominant language; lower primary.
I. INTRODUCTION
Individual parents, guardians and the Government of the Republic of Uganda have invested heavily in Education and indeed a large portion of the national budget is allocated to the Ministry of Education and sports (Kamugisha, 2017).
