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.

iv

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.

V

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

VIII

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

1

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

2

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

3

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.

4

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.

5

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;

9

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

10

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

11

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

12

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).

13

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.

14

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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39

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