Exploring teacher’s use of low cost and no- cost resources to enhance english language reading skills in an early childhood education setting in one government primary school in Yumbe District Uganda: an action research.

Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Nipael Mrutu

Department

Institute for Educational Development, East Africa

Abstract

This dissertation explores the utilization of low-cost and no-cost resources to enhance English language reading skills in an early childhood education (ECE) setting in a government primary school in Yumbe District, Uganda. The study addresses the challenges posed by limited resources in teaching reading and investigates how teachers can effectively incorporate affordable resources to improve reading proficiency among young learners. The research employs an action research approach, utilizing interviews, observations, and document analysis as data collection methods. This study adopted Susman& Evered (1978) action research process which highlights the research process in the field from the reconnaissance that helped to identify challenges and gaps faced by ECE teachers in lower Primary, and data collection aids in addressing these issues.  Planning stage where we planned an intervention with ECE English language teachers to use LCNC resources for teaching reading skills, identifying suitable resources and preparing workshop content to fill gaps. While in the intervention, I conducted a workshop on developing low-cost and no-cost resources for English reading skills teaching and learning, collaborating with ECE teachers and conducting observations and post-intervention stage involved assessing the effectiveness of LCNC resources in teaching and learning. The study sample includes teachers and learners from the selected school. Thematic analysis is applied to analyze the data and identify patterns and themes related to the research questions. The findings revealed the importance of addressing resource constraints in improving English reading skills, particularly in rural schools. The research provides valuable insights and recommendations for educators to incorporate reading instruction techniques and low-cost resources into their training programs to enhance reading skills in ECE settings.  By exploring the practicality and impact of low-cost and no-cost resources, this study aims to contribute to the development of effective and engaging English language learning programs for early learners in resource-constrained settings.

First Page

1

Last Page

99

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