Instructional Materials and English Reading Literacy of Pupils in Universal Primary Education Schools in Fort Portal Municipality in Uganda

Elizabeth Rwamweng ,Dinensio Kiyundo Zikanga ,Wilson Mugizi

doi:10.7176/jep/11-6-03

Abstract

This study investigated whether instructional materials determined English reading literacy of pupils in UPE Schools in Fort Portal Municipality in Uganda. The objectives of the study were to assess whether audio-visual instructional materials, graphic instructional materials and realia instructional materials determine the variation in pupils reading literacy in primary schools. The study adopted the quantitative approach only using an experimental research design on a sample of 327 pupils. An English reading test with question items on audio-visual, graphic and realia instructional materials was administered on pupils. Data were analysed using Student’s t – test. The results revealed that audio-visual, graphic and realia instructional materials contributed to the variation in pupils’ English reading literacy in primary schools. Therefore, it was concluded that the use of audio-visual instructional materials, graphic instructional materials and realia instructional materials is imperative for pupils reading literacy in Primary Schools. It was thus recommended that the Ministry of Education, head teachers and proprietors of schools should help teachers in primary schools to emphasise the use of audio-visual instructional materials, graphic instructional materials and realia instructional materials in teaching English reading literacy to pupils in primary schools. Key Word : Audio-Visual, English Reading Literacy, Graphic, Instructional Materials, Realia. DOI: 10.7176/JEP/11-6-03 Publication date: February 29 th 2020

Highlights

School outcomes and good performance in different subjects depends on children’s ability to read
The use of graphic instructional materials is essential for pupils reading literacy in primary schools
The use of realia instructional materials are imperative for pupils reading literacy in Primary Schools

Summary

Introduction

School outcomes and good performance in different subjects depends on children’s ability to read. The United States Agency for International Development (USAID) has been using Early Grade Reading Assessment tests to measure how children acquire reading skills in early grades of primary schools in different countries in the world. The results of these tests help tell whether pupils are progressing well in achieving reading fluency and comprehension, that is critical in children’s learning to read, as they transit to reading to learn (Mwoma, 2017). Since 1969, the USA government regularly measures the reading skills of schoolage population with the National Assessment of Educational Progress (NAEP) tracking the reading performance of learners periodically. The assessment measures reading comprehension by asking students to read selected grade-appropriate materials (NAEP, 2019)

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Conclusion