|
|||||||||||||||
|
INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT International Peer Reviewed & Refereed Journals, Open Access Journal ISSN Approved Journal No: 2456-4184 | Impact factor: 8.76 | ESTD Year: 2016 Scholarly open access journals, Peer-reviewed, and Refereed Journals, Impact factor 8.76 (Calculate by google scholar and Semantic Scholar | AI-Powered Research Tool) , Multidisciplinary, Monthly, Indexing in all major database & Metadata, Citation Generator, Digital Object Identifier(DOI) |
||||||||||||||
Issue: May 2024
Volume 9 | Issue 5
Review Result and Publication of Paper within : 2-3 days
Click Here For more DetailsFor Authors
Forms / Download
Published Issue Details
Editorial Board
Other IMP Links
Facts & Figure
Impact Factor : 8.76
Issue per Year : 12
Volume Published : 9
Issue Published : 96
Article Submitted :
Article Published :
Total Authors :
Total Reviewer :
Total Countries :
Indexing Partner
Join RMS/Earn 300
Licence
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
|
Published Paper Details
|
|
| Paper Title: | To examine the extent of application of Tusome literacy intervention methodology in daily learning and teaching literacy skills among grade two pupils in Masii Zone, Machakos county, Kenya. |
| Authors Name: | Joyce Muthini , Dr. Mutua Francis , Prof. Peter Koech |
| Download E-Certificate: | Download |
| Author Reg. ID: |
IJNRD_213270
|
| Published Paper Id: | IJNRD2403046 |
| Published In: | Volume 9 Issue 3, March-2024 |
| DOI: | |
| Abstract: | The purpose of this study was to asses Tusome literacy intervention Programme on reading performance among grade two pupils in public primary schools in Masii Zone, Machakos County. The intervention was put in place by the Kenyan Government to improve literacy outcomes from an early age. Tusome is a program run by the Ministry of Education (MOE), but funded by the USAID and UKAID with the aim of improving literacy in Kenya since May 2015. The study was based on Donald Holdaway’s theory of literacy learning (The Natural Learning Model of 1979. The target population consisted of 30 public primary schools out of which 9 were sampled. From each primary school, 2 teachers were sampled making a total of 18 teachers. From each school, 5 pupils were randomly sampled, making a total of 45 pupils. Therefore total number of respondents was 63. The researcher developed and used three instruments to collect raw data, namely, structured questionnaires, tests and interview schedule. A pilot study was carried out in two schools. This helped to ascertain in the validity and reliability of the data collection instruments. Quantitative data derived from the demographic section and questionnaire was analyzed using descriptive statistics. Qualitative data generated from the interview schedule was presented and organized based on study objective and presented in themes. The quantitative data was presented in form of tables, bar graphs and pie charts using Microsoft Excel 2010 Programme and deductions made. The study established that majority of teachers in masii zone applied Tusome methodology to teach. The study concluded that Tusome intervention programme affect reading performance among grade two pupils in Masii Zone, Machakos County. The research findings may be significant in identification of working interventions or shortcomings in the Tusome literacy program for its upholding and make recommendations on its influence or contributions to existing literature on literacy skill development among early grade learners in lower primary schools. The study recommends teachers should be motivated to use Tusome Methodology to teach literacy in lower primary grades, also continuous training would benefit lower primary teachers in their pedagogical development skills. This study may eventually help the Ministry of Education to identify appropriate strategies, instructional materials and in-service teacher training program for effective literacy achievements among lower primary school teachers. |
| Keywords: | Literacy skill, intervention methodology, reading performance |
| Cite Article: | "To examine the extent of application of Tusome literacy intervention methodology in daily learning and teaching literacy skills among grade two pupils in Masii Zone, Machakos county, Kenya.", International Journal of Novel Research and Development (www.ijnrd.org), ISSN:2456-4184, Vol.9, Issue 3, page no.a407-a412, March-2024, Available :http://www.ijnrd.org/papers/IJNRD2403046.pdf |
| Downloads: | 00043 |
| ISSN: |
2456-4184 | IMPACT FACTOR: 8.76 Calculated By Google Scholar| ESTD YEAR: 2016 An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.76 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator |
| Publication Details: |
Published Paper ID:IJNRD2403046 Registration ID: 213270 Published In: Volume 9 Issue 3, March-2024 DOI (Digital Object Identifier): Page No: a407-a412 Country: -, -, India Research Area: Engineering Publisher : IJ Publication Published Paper URL : https://www.ijnrd.org/viewpaperforall?paper=IJNRD2403046 Published Paper PDF: https://www.ijnrd.org/papers/IJNRD2403046 |
| Share Article: |
|
|
Click Here to Download This Article |
|
| Article Preview | |
|
|
|
Major Indexing from www.ijnrd.org
| Semantic Scholar | Microsaoft Academic | ORCID | Zenodo |
| Google Scholar | ResearcherID Thomson Reuters | Mendeley : reference manager | Academia.edu |
| arXiv.org : cornell university library | Research Gate | CiteSeerX | PUBLON |
| DRJI | SSRN | Scribd | DocStoc |
ISSN Details
 |
 |
|
ISSN: 2456-4184
Impact Factor: 8.76 and ISSN APPROVED
Journal Starting Year (ESTD) : 2016
DOI (A digital object identifier)
Conference
Open Access License Policy
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Important Details
Social Media
Licence
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Join RMS/Earn 300
| Copyright © 2024 - All Rights Reserved - IJNRD |
Facebook Twitter Instagram LinkedIn