Assessment of Reading and Writing Proficiency in Lusoga Language in Lower Primary Schools in Kamuli District- Uganda

ABSTRACT 

The study was based on the key issue of The Assessment of Reading and Writing Proficiency in Lusoga in the lower primary schools of Kamuli district . The study used both the qualitative and quantitative research methods. It employed a case study embodying an experimental design 100 pupils and 12 teachers were sampled and the findings were both qualitatively and quantatively analyzed. It was guided by three (3) objectives; the first objective of the research was to investigate the thematic Curriculum innovations in reading and writing in Lusoga in lower primary schools in kamuli district. The findings revealed that teachers did not fully use the thematic Curriculum innovations such as playing, formation of words through segmentation, using charts, writing letters by tracing ,introducing a lesson with a song among others as recommended and prescribed in the thematic Curriculum. The second objective was to determine the reading and writing proficiency of Lusoga. Findings reveal that pupils in the controlled group performed far much better than their counterparts in the uncontrolled group. For example, in the assessment given, they read and write Lusoga fairly well. The third objective was to suggest ways of enhancing proficiency levels in Lusoga in the lower primary schools. The teachers suggested encouragement of the use of Lusoga in all written forms like letters, articles etc and, the formation of Lusoga news paper among others.The study concluded that pupils should be capable of performing better in both reading and writing Lusoga even the other remaining skills of speaking and listening when teaching is basically guided by the stipulated culture and standard alongside other reinforcements from the various stakeholders. The recommendation were that teachers of Lusoga should be given adequate and well grounded training in the teaching and learning of the language. This should be done by the Ministry of Education Sports and Technology through the NCDC and also support from the Busoga community.

TABLE OF CONTENTS

DECLARATION A.................................................................................................................................. i

DECLARATION B................................................................................................................................. ii

DEDICATION ...................................................................................................................................... iii

ACKNOWLEDGEMENTS..................................................................................................................... iv

ABSTRACT............................................................................................................................................ v

LIST OF ACRONYMS.......................................................................................................................... vi

TABLE OF CONTENTS ...................................................................................................................... vii

LIST OF TABLES.................................................................................................................................. x

CHAPTER ONE..................................................................................................................................1

INTRODUCTION..................................................................................................................................1

1.1 Background of the study.............................................................................................................1

1.2 Historical Perspective ..................................................................................................................2

1.2.1 Conceptual Perspective............................................................................................................3

1.2.2 Contextual Perspective ............................................................................................................3

1.2.3 Theoretical Perspective............................................................................................................6

1.3 Statement of the Problem ..........................................................................................................7

1.4 Purpose of the study ...................................................................................................................8

1.5 Research Objectives ....................................................................................................................8

1.6 Research Questions .....................................................................................................................8

1.7 Scope of the study.......................................................................................................................8

Theoretical Scope ...............................................................................................................................8

Geographical Scope............................................................................................................................8

Time Scope..........................................................................................................................................9

1.8 Significance of the study.............................................................................................................9

CHAPTER TWO...............................................................................................................................10

REVIEW OF THE RELATED STUDIES.............................................................................................10

2.1 Introduction ................................................................................................................................10

2.2 Theoretical review......................................................................................................................10

2.3 The Conceptual Framework .....................................................................................................14

2.4 The Thematic Curriculum .........................................................................................................15

2.5 The Lusoga Orthography which ought to be taught ............................................................17

How Lusoga is ought to be taught.................................................................................................17

Steps that ought to be followed while Teaching Lusoga............................................................20

2.6 Related Studies ..........................................................................................................................21

2.6.1 Attitudes about teaching/ learning in Lusoga....................................................................21

2.6.2 Proficiency levels in reading and writing.............................................................................22

2.6.3 Ways of enhancing proficiency levels in Lusoga................................................................23

2.7 Summary of the gaps................................................................................................................24

CHAPTER THREE ...........................................................................................................................25

METHODOLOGY................................................................................................................................25

3.1 Introduction ................................................................................................................................25

3.2 Research design.........................................................................................................................25

3.3 Research population..................................................................................................................25

3.4 Sample size.................................................................................................................................25

3.5 Sampling procedure...................................................................................................................26

3.6 Methods of data collection........................................................................................................26

3.7 Testing.........................................................................................................................................26

3.8 Validity and Reliability of the instrument ...............................................................................27

3.9 Data gathering procedure.........................................................................................................27

3.10 Data Analysis............................................................................................................................28

3.11 Ethical Consideration...............................................................................................................28

3.12 Limitations of the study ..........................................................................................................28

CHAPTER FOUR .............................................................................................................................30

DATA PRESENTATION, ANALYSIS AND INTERPRETATION.......................................................30

4.1 Introduction ................................................................................................................................30

4.2 The Socio-Demographic Characteristics of the Respondents (teachers). .........................30

4.3 The adoption of thematic curriculum innovations in reading and writing in Lusoga in lower primary schools......................................32

4.4 The proficiency levels in reading and writing Lusoga in lower primary schools in Kamuli district..............................37

4.5 Ways of enhancing proficiency levels in lower primary schools of Kamuli district. .........40

CHAPTER FIVE...............................................................................................................................42

DISCUSSIONS, CONLUSIONS AND RECOMMENDATIONS .........................................................42

5.1 Introduction ................................................................................................................................42

5.2 Summary of the findings ..........................................................................................................42

5.3 Conclusion...................................................................................................................................43

5.4 Recommendations .....................................................................................................................44

5.5 Areas for further research ........................................................................................................44

REFERENCES .....................................................................................................................................45

APPENDICES......................................................................................................................................48

APPENDIX A: QUESTIONNAIRE......................................................................................................48

Appendix B: Test One and Two......................................................................................................52

Appendix C: HOW LUSOGA LETTERS OF THE ALPHABET FORM SOUNDS .............................53