Exploring pedagogical factors in early years literacy development in Mombasa island sub-County: the case of Tawakal primary school

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Marriote Jacob Ngwaru

Second Supervisor/Advisor

Dr. Peter Kajoro


Institute for Educational Development, East Africa


Literacy development is influenced by several factors like teacher methodology, use of resources, administrators‟ practices, parental involvement and others which are very important as this study has confirmed. In Mombasa Island, most schools enjoy adequate books, qualified teachers, favourable learning environments, reasonable teacher-child ratio and others. However, these factors do not seem to have translated to effective learning outcome. This study therefore sought to explore pedagogical factors that either enhanced or hindered literacy development in Early Years using qualitative approach and intrinsic case study. It was confirmed that single factors as outlined above could not be used to determine the way early learners develop literacy but whole environmental factors reflecting pedagogy. Thereby, revealing the centrality of pedagogy in literacy development for Early Learners. For effective literacy development, this study recommends that; teacher practices and head teachers‟ supervision be made effective, children and parents be involved in the learning process and local environments be used effectively.

This document is available in the relevant AKU library