FACTORS AFFECTING THE ACQUISISION OF READING SKILLS IN .

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FACTORS AFFECTING THE ACQUISISION OF READING SKILLS INKISWAHILI IN PRIMARY SCHOOLS: THE CASE OF MUSOMAMUNICIPAL AND MISUNGWI DISTRICT COUNCILSNESTORY NYAMWALA LIGEMBEA THESIS SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FORTHE DEGREE OF DOCTOR OF PHILOSOPHY IN APPLIEDLINGUISTICS OF THE OPEN UNIVERSITY OF TANZANIA2014

iiCERTIFICATIONThe undersigned certify that they have read and hereby recommend for acceptanceby the Open University of Tanzania a PhDThesis titled “Factors Affecting theAcquisition of Reading Skills in Kiswahili in Primary Schools: The Case ofMusoma Municipal and Misungwi District Councils.” in fulfilment of therequirements for the Degree of Doctor of Philosophy (Applied linguistics) of theOpen University of Tanzania. .Prof. James S. Mdee(Lead Supervisor) . .Date .Dr. Josephine Yambi(Supervisor) . .Date

iiiCOPYRIGHTNo part of this Thesis may be reproduced, stored in any retrieval system, ortransmitted in any form by any means, electronic, mechanical, photocopying,recording or otherwise without prior written permission of the author or The OpenUniversity of Tanzania in that behalf.

ivDECLARATIONI, Nestory Nyamwala Ligembe the undersigned, do hereby declare to the Senate ofThe Open University of Tanzania that this Thesis for the Degree of Doctor ofPhilosophy (Applied Linguistics) is my own original work and that it has not beensubmitted to any other University for a similar award. . .Signature . .Date

vDEDICATIONThis Thesis is dedicated to The Almighty God. To Him Be all the Glory and Honourfor his Mercy and Grace have enabled the accomplishment of this work. To mybeloved father the late Ernest Gillo Ligembe and my Mother Mrs Stella Ernest GilloLigembe who took me to school despite all the economic hardship and difficulties atour family. To my beloved wife Zainabu Bakari and my Children Akut Mariam,Andalla Mussa, Subira Malungo, Stella Akoth, and Salim Mbega who showed greatpatience to my absence and long working hours during the period of the study.

viACKNOWLEDGEMENTSIt is not easy to mention everybody here but I express my sincere gratitude to allindividual people, organizations and institutions that supported and contributed tothe completion of this thesis.I am grateful to The Open University of Tanzania, for full support through funding,study leave and other provisions throughout the course of study. My Special thanksto Prof. Tolly S. Mbwette (Current VC), Prof Elifas Bisanda (Current DVC Acad.),Prof. Marteen Victor (Current DVC RM), Prof. Varisanga (the DVC RegionalServices) and Prof. Tigiti Sengo for their keen interest, encouragement andconstructive ideas and challenges which strengthened and motivated my thinkingduring the course of this study.I am indebted to my Supervisors, Prof. James S. Mdee and Dr. Josephine Yambiboth of the Open University of Tanzania. Their professional guidance,encouragement, constructive criticisms and comments have highly contributed to theproduction of this work in its current form and content. I am also thankful to theformer dean of Faculty of Arts and Social Sciences, Prof. Emmanuel Mbogo, thecurrent dean of Faculty of Arts and Social Sciences, Dr. Deus Ngaruko, both theformer and the current associate Dean Academic, Prof. Joseph Mbwiliza, andProfessor Hossea Rwegoshora, both the former postgraduate coordinators of theFaculty of Arts and Social Sciences, Dr. Simon Waane, Dr. Jumanne Kalwani, Dr.Zelda Elisifa, and Dr. Anna Kishe for their professional and sympathetic support andencouragement during the whole period of this study. I am also grateful to myformer and current Head of Department Dr. Peter Pembe Lipembe and Dr. Zelda

viiElisifa, Professor Tigiti Y. Sengo, and Dr. Athumani Samzugi for their keen andsympathetic support during the whole period of study. In addition, I am very gratefulto my regional center director Mr. Bernard Kapaya for availing me enough time toenable me to meet the demands of this study.I am also grateful to my colleagues at the Open University of Tanzania and friendsfrom other institutions for their professional assistance and moral support. This pageis not enough to mention all of them, but please allow me to mention a few asrepresentatives. Dr. Ammaka Iddeh of Saint Augustine University of Tanzania,academic staff at Mwanza O.U.T Regional Centre, and all members of theDepartment of Linguistics and Literary studies at the Faculty of Arts and socialSciences of the O.U.T. who kept on encouraging me to continue with this studywithout retreat. My special gratitude goes to the head of ICT department at St.Augustine University of Tanzania, Mr. Jeremiah Jisabba who tirelessly did a verybig job to equip me with the skills in Microsoft SPSS progamme so that I couldprocess and analyze my data without depending on any other person. I also thank themanagement of Mahenge Diocese Hostel in Dar es Salaam and The Hostel forthe Sisters in Moshi for taking care of me at their Hostels diligently, when I waswriting this workMoreover, my fieldwork would have not been successful without support andcooperation of the principal of Tarime, Butimba, Mrutunguru, and St. Albertoteachers’ training colleges. The former Musoma Municipal Education Officer, Dr.William Peter Itulle and the former Misungwi District Education Officer, Mrs. EdithMatata Kagomba, for permitting me to conduct field work in the areas of their

viiijurisdiction and for providing me with transport facilities as well as the informationrequired for my study in their areas. Through Kiswahili tutors at teachers’ trainingcolleges and primary school Kiswahili teachers at the areas of their jurisdiction, Imanaged to collect all the required data without any obstacle. Not only that but mysincere gratitude also goes to the heads of district school inspectors at bothMisungwi District and Musoma municipal councils; Ms. Maziku Agnes Paul (forMisungwi District), and Ms. Chausiku Nyangeta Mwinamire (for MusomaMunicipality) as well as Mr. Charles Magoti of Misungwi District Education office.I should also thank their staff members who assisted me tirelessly in classroomobservations for without their support, I could not manage to do in two differentstudy areas at one time and without bias.I extend my sincere appreciation to the Director of Language School of Musoma, Fr.Edward Gorczaty for his permission to use his language school library during thecourse of this study. His Library was quiet, specious and with pretty surroundingsthat all created me a good environment for doing this study.Special and unique appreciation is also extended to the Manager of St. AlbertoTeacher’s Training College and the Catholic Diocese of Musoma coordinator forECED, (Sr. Maria Magdalenne Amanda); who from time to time provided me withtransport means and a little amount of funds for stationery during my study. MayGod bless them and avail to them long life and enable them to maintain theirspiritual love to all who work hard to find out solutions to problems facing childrenof this country. Moreover, I extend my sincere appreciation to the former and thecurrent Directors of Arusha University–Musoma Campus,( Rev. Mahende, and Rev.

ixNgussa) for allowing me to use office space at their institution in writing myresearch report from time to time whenever the language school Library wasoccupied.Furthermore, I thank the management of Teres Des Hommes Tanzania countryoffice of Mwanza, (Ms. Ank Groot, in particular,) for her willingness to provide mewith information and other valuable documents on pre-school education and ECEDin Tanzania (Mara and Mwanza regions in particular)which formed part ofsecondary data for this study. Special gratitude goes to my wife and my children fortolerating my many days of absence and for exempting me from many obligationsduring the course of this study. May God bless you abundantly.

xABSTRACTThe focus of this study was to investigate the relationship between the teaching ofreading, availability and accessibility of text books, supplementary books and theacquisition of reading skills in primary schools at standard I to IV. The study wasundertaken in Misungwi district and Musoma municipality, in Mwanza and Mararegions respectively. It examined factors affected the acquiring of reading skills inKiswahili. The study collected data from Kiswahili teachers, Kiswahili tutors,district and municipal education officers, and primary school head teachers througha questionnaire, observation, interviews, focus group discussions, and documentaryreviews. The data were analyzed and interpreted descriptively as well as statistically.The study found that the majority of the Standard I to IV Kiswahili teachers in thepublic primary schools had an inadequate mastery and application of methods,strategies, and steps in teaching reading skills. Lastly, the study found an acuteshortage of textbooks, and other reading materials in the public primary schools aswell as shortage of supplementary books in both public and private primary schools.Public primary schools were found responsible for poor reading skills among thestandard I to IV pupils. The study concluded that the main factors affecting publicprimary school pupils’ acquisition of reading skills include: Inadequate teachingcaused by the failure of a majority of teachers in public primary schools to use therecommended: methods, Strategies, and steps of teaching reading skills, highshortage of textbooks and other reading materials, pupils attending standard Iwithout pre primary school education. The study recommended:Ministry ofEducation and Vocational Training (MoEVT) should train pre primary school andstandard I and II primary school Kiswahili teachers in teaching reading, pre primaryschool education should be compulsory, reading lessons should be elevated to anindependent subject and examined by NECTA at the end of pre primary and primaryschool education, finally, textbooks and other reading materials should be boughtand distributed to schools by a centralized organization and the local authority incollaboration.

xiTABLE OF CONTENTSCERTIFICATION . iiCOPYRIGHT . iiiDECLARATION . ivDEDICATION . vACKNOWLEDGEMENTS . viTABLE OF CONTENTS . xiLIST OF TABLES . xxLIST OF FIGURES . xxiiiLIST OF APPENDICESxxivLIST OF ABBREVIATIONS AND ACRONYMS . xxiCHAPTER ONE . 11.0 GENERAL INTRODUCTION . 11.1 Introduction . 11.2Background to the Study . 11.3 Statement of the Problem . 41.4 Objectives of the Study . 51.4.1 General Objective. 51.4.2 Specific Objectives . 61.5 Research Questions . 61.6 Significance of the Study . 71.7Limitation of the Study . 101.8 Delimitations of the Study . 111.9Definition of Terms . 111.9.1 Alphabetic Language . 11

xii1.9.2 Alphabetic Principles . 111.9.3 Background Knowledge Experience . 1111.9.4 Ideographic Language . 121.9.5 Bottom –Up Method (Alphabetic Method) . 121.9.6 Reading Skills . 1221.9.7 Top Down Method (Whole Word Method) . 131.9.8 Phonics . 1331.9.9 Interactive Methods . 141.9.10 Text Books . 1441.9.11 Supplementary Books . 151.9.12 Supplementary Reader . 151.9.13 Teachers’ Guide . 1551.9.14 Supplementary (other) Reading Materials . 161.9.15 Authentic Reading Materials . 161.10 Structure of the Thesis . 17CHAPTER TWO . 192.0 THEORETICAL FRAMEWORK AND LITERATURE REVIEW . 192.1 Introduction . 192.2.1 Theories of Reading . 192.2.2. The Traditional Theory (Bottom-Up View/Model). 202.2.3 The Cognitive Theory (Top-Down Processing View) . 222.2.4 Conceptual Framework for the Teaching of Reading Skills . 242.3. Models of reading272.3.1Simple View of Reading Model . 272.3.2 Developing Word Recognition Skills (D) . 28

xiii2.3.3 Developing Language Comprehension Reading Skill (LC) . 292.3.4Basic Components in Teaching Reading Skills . 302.3.4.1 Oral Language and Vocabulary Teaching . 302.3.4.2 Phonological and Phonemic Awareness (PPA) . 322.3.4.3 Fluency . 332.3.4.4 Comprehension . 352.4. Literature Review. 362.4.1 What is Reading? . 362.4.2 Methods of Teaching Reading Taught in TTCs and Applied . 372.4.2.1 Methods of Teaching Reading Skills . 372.5 Application of Methods of Teaching Reading Skills in other Countries . 442.6 The Use of Reading Materials to Develop Reading Skill in Primary Schools 482.7Knowledge Gap . 502.8 Summary . 511CHAPTER THREE .533.0 RESEARCH DESIGN AND METHODOLOGY . 533.1 Introduction . 533.2 Research Design and Approach . 533.2.1 Research Design . 533.2.2 Research Approach . 543.3 Data Sources and Types . 553.4 Data Collection Methods . 563.4.1 Questionnaires . 573.4.2 Interviews . 58

xiv3.4.3 Focus Group Discussion . 603.4.4 Field Observation . 613.4.5 Documentary Review . 623.5 Sampling Design, Sample Size and Sampling Stages . 6333.6 Area of the Study. 663.7 Misungwi District . 673.7.1 Administration . 693.7.2 Climate . 693.8 Musoma Municipality . 693.8.1 Climate . 703.8.2 Administration . 713.9 Field Survey . 723.9.1Data Processing, Analysis, and Presentation . 733.9.2 Data Processing . 733.9.3 Data Analysis . 743.9.3.1 Q

Kiswahili. The study collected data from Kiswahili teachers, Kiswahili tutors, district and municipal education officers, and primary school head teachers through a questionnaire, observation, interviews, focus group discussions, and documentary reviews. The data were analyzed and interpreted descriptively as well as statistically.

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