Reading Kiswahili Language at Lower Standards in Public Primary Schools in Kinondoni, Tanzania: Challenges and Strategies

The purpose of this study was to explore challenges and strategies facing teachers and pupils in the process of teaching and learning of reading Kiswahili language to standard I and II pupils in public primary schools. This study was a case study, employed qualitative and quantitative approaches. The study was conducted within 10 out of 34 wards and 10 out of 140 public primary schools in Kinondoni municipality. The sample of 160 respondents was involved including 90 teachers, 60 pupils and 10 parents. Furthermore, the study employed random, purposive and convenience sampling techniques in the selection of the respondents. The questionnaires were self administered to the selected teachers and the interviews were administered to the pupils and parents. The documentary review and observation were as well used. The study findings revealed the following challenges: poor in-service training to standard I and II teachers, poor incentive to teachers, overcrowded classrooms and poor availability of T/L facilities. Challenges revealed on pupils’ side were: pupils not reading Kiswahili language at home and not having Kiswahili texts of their own. Strategies which were employed were the use of language of dialogue and pictures and writing’s symbols, while other strategies used were the word method, sentence and storytelling method. The study recommends that the government should establish mechanism to ensure that standard I and II teachers are provided with in-service training, provide motivation to teachers; build more classrooms and employ more teachers; make available the necessary teaching and learning materials including textbooks and class libraries, also to introduce monitoring and evaluation system as a follow up mechanism to the implementation of programs in progress.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

The Open University Of Tanzania

Year dc:date.issued

2015

Author dc:creator

• Lyimo, Peter Lucy

• 370 Education

Language dc:language

en