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ERIC Number: EJ1095841
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-2222-1735
Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices
Mmasa, Mussa; Anney, Vicent Naano
Journal of Education and Practice, v7 n9 p137-154 2016
The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the teaching literacy in standard one (grade one) and two (grade two) in public primary schools. Secondly, it was to examine standard two and three mastering of literacy skills in Kiswahili language in public primary schools; and the thirdly to find out problems associated with the teaching and learning literacy skills in Tanzanian primary school classrooms. This study employed case study research design within qualitative research approach. The study conducted in one of the district Tanga region. The study involved a total of 582 respondents in the categories of: District education officer, head teachers, academic teachers, class teachers and pupils who were selected through purposeful sampling approach. Data were collected through semi-structured interview, classrooms observation and documentary review. Qualitative data were subjected to thematic analysis. Later on data were tabulated and responses calculated as percentages. The study findings indicated that there were serious literacy problems of literacy teaching in public primary schools where most the teachers do not have adequate skills of teaching literacy. Pupils in standard two about 64% cannot read, write and do simple numeracy while standard three about 54%. In addition, factors that contributed to literacy problem were pupils' late enrolment in standard one, shortages of teaching and learning resources, and parents' level of education, inadequate literacy teachers and teachers with poor literacy teaching skills. Teachers teaching literacy teaching needs professional learning in order improve their teaching skills.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tanzania
Grant or Contract Numbers: N/A