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

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.

Home-based Factors Associated with Competencies in Literacy Among Learners in Primary Three and Four in Uganda

“…Similarly, some studies found that lower social economic status (SES) is associated with poor school achievement (Malecki & Demaray, 2006;Marks, 2006;Toutkoushian & Curtis, 2005) and hence, children are at risk of developing reading difficulties (D'Angiull et al, 2004;Whitehurst 1998;Korat 200;and Chandler 2000). A higher SES is often associated with better access to literacy resources, educational opportunities, and a supportive learning environment (D'Angiull et al, 2004;Chandler 2000;Korat 2007;Rwamwenge et al, 2020); and Whitehurst 1998; hence, better learning outcomes. Parental education has further been identified as a key determinant of variations in children's learning achievement (Sumida & Kawata, 2021).…”