Exploring public primary school teachers’ use of learners’ funds of knowledge to teach literacy

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Nicholas Wachira

Second Supervisor/Advisor

Dr. Fortidas Bakuza


Institute for Educational Development, East Africa


This study aimed to explore public primary school teachers’ use of learners’ FoK to teach literacy in five public primary schools in Korogwe Town council. The purpose of the study was to explore the extent to which learners’ FoK is used to teach literacy. The study used mixed approach in which both qualitative and quantitative methods were applied whereby 70 participants were sampled through purposive and random sampling procedures. The participants included 50 standards III and IV teachers and 20 pupils from the same classes. Data were collected using questionnaires, focus group discussion, class observations, and interviews. The qualitative data were analyzed through content analysis whereas SPSS software was used to analyze the quantitative data in forms of tables, and graphs. The finding of the study reveals that pupils’ funds of knowledge from their homes are to the larger extent support literacy teaching, majority of teachers view positively their pupils’ FoK as a pedagogical tool or resource to teach literacy, teachers pedagogical practices in class indicate attempts to use their pupils’ FoK in literacy teaching and teachers are unable to exploit to the fullest the diverse pedagogical opportunities offered by their pupils’ FoK. Basing on the research findings, the study concludes that there is minimal use of learners’ FoK which impedes meaningful literacy teaching in primary schools. The study recommends progressive training for teachers to enable them to connect more learners’ FoK in their pedagogies in literacy teaching as the practice work effective for teaching diverse pupils.

This document is available in the relevant AKU library