Reading comprehension difficulties in English language for primary school pupils in Tanzania

Ebby Ngonyani; Rose Ephraim Matete; Johaiven Joel Kashaigili

doi:10.55056/ed.873

Authors

Ebby Ngonyani The University of Dodoma https://orcid.org/0009-0004-5334-8120
Rose Ephraim Matete The University of Dodoma https://orcid.org/0000-0002-1452-3641
Johaiven Joel Kashaigili The University of Dodoma https://orcid.org/0000-0001-9214-5554

DOI:

https://doi.org/10.55056/ed.873

Keywords:

interactive strategies, reading comprehension, reading materials, primary schools, Standard VI pupils

Abstract

The study explored the reading comprehension of primary school pupils in Tanzania. The study used a mixed-methods research approach with a convergent research design. A convergent parallel design was used in the study, and data was collected using questionnaires, interviews, and documentary reviews. The sample involved 262 respondents, 252 being pupils and 10 English subject teachers. Quantitative data was analysed by the use of frequencies, percentages, and tables, while qualitative data was analysed thematically. The results indicate that most pupils struggled with understanding the main ideas, summarising, and reading English books, leading to problems with reading comprehension. The results also suggest that most of the pupils needed more help from teachers or fellow pupils to comprehend English texts and used to read passages repeatedly to understand them. The key argument from this study is that to enhance pupils' reading comprehension, teachers need to use interactive learning strategies such as group reading. For this to take place in reality, teachers' training in the proper interactive strategies and distribution of reading materials remain important.

Downloads

Download data is not yet available.

Abstract views: 94 / PDF views: 43

References

Agbofa, F.J.K., 2023. Assessment of the Impact of Reading Difficulties on Learners’ Academic Performance: A Case of Junior High Schools in the New Juaben North Municipal of Ghana. Creative Education, 14(1), pp.124–136. Available from: https://doi.org/10.4236/ce.2023.141010. DOI: https://doi.org/10.4236/ce.2023.141010

Altamimi, M.O. and Ogdol, R., 2023. The Effects of Shared Reading Approach on Improving Students’ Comprehension. International Journal of Research in Education and Science, 9(2), pp.308–328. Available from: https://doi.org/10.46328/ijres.3047. DOI: https://doi.org/10.46328/ijres.3047

Braun, V. and Clarke, V., 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), pp.77–101. Available from: https://doi.org/10.1191/1478088706qp063oa. DOI: https://doi.org/10.1191/1478088706qp063oa

Butterfuss, R. and Kendeou, P., 2018. The Role of Executive Functions in Reading Comprehension. Educational Psychology Review, 30(3), pp.801–826. Available from: http://www.jstor.org/stable/44956418. DOI: https://doi.org/10.1007/s10648-017-9422-6

Cabardo, J.R.O., 2016. Reading Proficiency Level of Students: Basis for Reading Intervention Program. Available from: https://doi.org/10.2139/ssrn.2712237. DOI: https://doi.org/10.2139/ssrn.2712237

Ceprano, M.A., Shea, M.E. and Gandt, A.N., 2018. Reading Bilingual Books: Students Learn English While Acquiring Knowledge about American Cultural Traditions and Places. School-University Partnerships, 11(1), pp.9–18. Available from: https://eric.ed.gov/?id=EJ1179964.

Chuenchaichon, Y., 2022. The Problems of Summary Writing Encountered by Thai EFL Students: A Case Study of the Fourth Year English Major Students at Naresuan University. English Language Teaching, 15(6), pp.15–31. Available from: https://eric.ed.gov/?id=EJ1346006. DOI: https://doi.org/10.5539/elt.v15n6p15

Cresswell, J.W. and Cresswell, J.D., 2018. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 5th ed. SAGE Publications, Inc. Available from: https://tinyurl.com/59zzs77y.

Dawadi, S., Shrestha, S. and Giri, R.A., 2021. Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms. Journal of Practical Studies in Education, 2(2), pp.25–36. Available from: https://doi.org/10.46809/jpse.v2i2.20. DOI: https://doi.org/10.46809/jpse.v2i2.20

Demir, S.B. and Pismek, N., 2018. A Convergent Parallel Mixed-Methods Study of Controversial Issues in Social Studies Classes: A Clash of Ideologies. Educational Sciences: Theory & Practice, 18(1), pp.119–149. Available from: https://jestp.com/menuscript/index.php/estp/article/view/395/.

Gedik, O. and Akyol, H., 2022. Reading Difficulty and Development of Fluent Reading Skills: An Action Research. International Journal of Progressive Education, 18(1), pp.22–41. Available from: https://doi.org/10.29329/ijpe.2022.426.2. DOI: https://doi.org/10.29329/ijpe.2022.426.2

Ghaffar, M.A. and Aziz, A.A., 2019. The Problems in Reading Skills of English Among Rural Primary School Pupils. Religación, 4, pp.81–86. Available from: https://www.neliti.com/publications/331868/.

Hempenstall, K., 2016. Read about it: scientific evidence for effective teaching of reading, CIS research report 11. The Centre for Independent Studies Limited. Available from: https://www.cis.org.au/wp-content/uploads/2016/03/rr11.pdf.

Ibrahim, M.W., Abdullah, U. and Amalia, H., 2024. Factors Causing Reading Comprehension Difficulties Among The Seventh Graders. PROJECT (Professional Journal of English Education), 7(2), pp.496–501. Available from: https://journal.ikipsiliwangi.ac.id/index.php/project/article/view/21484.

Irshad, S., Maan, M.F., Batool, H. and Hanif, A., 2021. Vygotsky’s Zone of Proximal Development (ZPD): An Evaluative Tool for Language Learning and Social Development in Early Childhood Education. Multicultural Education, 7(6), pp.234–242. Available from: https://doi.org/10.5281/zenodo.4940172.

Israel, G.D., 2009. Determining Sample Size. (PEOD6). Gainesville, FL: Agricultural Education and Communication Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Available from: https://www.psycholosphere.com/Determining%20sample%20size%20by%20Glen%20Israel.pdf.

Johnson, S., Johnson, R., Garbe, C., Géron, S., Lafontaine, D., Mallows, D., Shiel, G. and Valtin, R., 2016. Literacy in France: Country Report. Children and Adolescents. European Literacy Policy Network. Available from: https://orbi.uliege.be/bitstream/2268/203614/1/France_Long_Report.pdf.

Karanja, W., 2015. Effects of reading academic performance among form three students in public secondary schools, Kiambu county, Kenya. Master’s thesis. University of Nairobi. Available from: https://ir-library.ku.ac.ke/items/0c1b2450-ae50-4596-9964-5adb7b487d38.

Kaya, E., 2015. The Role of Reading Skills on Reading Comprehension Ability of Turkish EFL Students. Üniversitepark Bülten, 4(1–2), pp.37–51. Available from: https://www.researchgate.net/publication/307793340. DOI: https://doi.org/10.12973/unibulletin.412.4

Lelissa, T.B., 2017. The impact of industry concentration on performance, exploring a comprehensive bank performance model: the case of the Ethiopian banking sector. Ph.D. thesis. University of South Africa. Available from: https://uir.unisa.ac.za/handle/10500/23253.

Margolis, A.A., 2020. Zone of Proximal Development, Scaffolding and Teaching Practice. Cultural-Historical Psychology, 16(3), pp.15–26. Available from: https://doi.org/10.17759/chp.2020160303. DOI: https://doi.org/10.17759/chp.2020160303

Mashuri, S., Nasruddin, N., Judijanto, L. and Hariana, M., 2023. Impact Analysis of Economic Factors, Education, and Access to Resources on Income Gap in Yogyakarta. West Science Social and Humanities Studies, 1(06), p.363–371. Available from: https://doi.org/10.58812/wsshs.v1i06.495. DOI: https://doi.org/10.58812/wsshs.v1i06.495

McTeer, J.S., Rasinski, T.V. and Bintz, W.P., 2022. Teaching Fluency through Whole-Class Repeated Reading. Available from: c.

Mwanamukubi, L., 2013. Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts, Zambia. Master’s thesis. The University of Zambia. Available from: https://dspace.unza.zm/items/69519b61-e12a-4c4a-bcc6-69d1b703a392.

Nanglakong, C.D., Ganaa, C., Eric, G., Dery, M., Felix, D.E. and Stanislaus, N.K., 2019. Investigating Summary Writing Difficulty among Students of Senior High School: A Case of Bolgatanga Municipality. Journal of Applied Linguistics and Language Research, 6(1), pp.224–236. Available from: https://www.jallr.com/index.php/JALLR/article/view/954.

Noor, S., Tajik, O. and Golzar, J., 2022. Simple Random Sampling. International Journal of Education & Language Studies, 1(2), pp.78–82. Available from: https://doi.org/10.22034/ijels.2022.162982.

Oducado, R.M.F., Sotelo, M.G., Ramirez, L.M.M., Habaña, M.P. and Belo-Delariarte, R.G., 2020. English Language Proficiency and Its Relationship with Academic Performance and the Nurse Licensure Examination. Nurse Media Journal of Nursing, 10(1), pp.46–56. Available from: https://doi.org/10.14710/nmjn.v10i1.28564. DOI: https://doi.org/10.14710/nmjn.v10i1.28564

Ofori-Attah, K., 2021. Early Childhood Education and Instructional Ecology: A Vygotskian Approach in Teaching Early Childhood Social Studies. Athens Journal of Education, 8(2), pp.139–160. Available from: http://www.athensjournals.gr/education/2021-8-2-2-Ofori-Attah.pdf. DOI: https://doi.org/10.30958/aje.8-2-2

Panhwar, A.H., Ansari, S. and Ansari, K., 2016. Sociocultural Theory and its Role in the Development of Language Pedagogy. Advances in Language and Literary Studies, 7(6), pp.183–188. Available from: https://journals.aiac.org.au/index.php/alls/article/view/2914. DOI: https://doi.org/10.7575/aiac.alls.v.7n.6p.183

Piper, B., Zuilkowski, S.S., Kwayumba, D. and Oyanga, A., 2018. Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics. International Journal of Educational Development, 59, pp.110–127. Available from: https://doi.org/10.1016/j.ijedudev.2017.10.002. DOI: https://doi.org/10.1016/j.ijedudev.2017.10.002

Pretorius, E.J. and Klapwijk, N.M., 2016. Reading comprehension in South African schools: Are teachers getting it, and getting it right? Per Linguam, 32(1), pp.1–20. Available from: https://doi.org/10.5785/32-1-627. DOI: https://doi.org/10.5785/32-1-627

Rachael, K., 2021. Exploratory study on the teaching of reading in lower primary classes: a case one government primary school in Kocheka Sub County, Uganda. Master’s thesis. Aga Khan University, Dar es Salaam. Available from: https://ecommons.aku.edu/theses_dissertations/2007/.

Shumba, M. and Gada, L., 2018. The causes of reading difficulties in rural primary school pupils in Bondamakara cluster. A case of Mudzonga primary school in Mutoko district. International Journal of Research in Social Sciences, 8(7), pp.798–819. Available from: https://www.ijmra.us/project%20doc/2018/IJRSS_JULY2018/IJMRA-14155.pdf.

Spencer, M. and Wagner, R.K., 2018. The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis. Review of Educational Research, 88(3), pp.366–400. Available from: https://doi.org/10.3102/0034654317749187. DOI: https://doi.org/10.3102/0034654317749187

Ssentanda, M., 2014. The Challenges of Teaching Reading in Uganda: Curriculum guidelines and language policy viewed from the classroom. Apples - Journal of Applied Language Studies, 8(2), p.1–22. Available from: https://apples.journal.fi/article/view/97862.

Surmanov, S., Ametova, O. and Togaymurodova, R., 2020. The difficulties of reading among young learners in online education. European Journal of Research and Reflection in Educational Sciences, 8(12), pp.76–79. Available from: https://www.researchgate.net/publication/347442756.

Tanzania Institute of Education, 2020. English Language Teacher’s Guide Standard III-VII. Dar es Salaam: Tanzania Institute of Education. Available from: https://maktaba.tetea.org/study-aids/primary/TeachersGuide-English-S3-S7-2020(English).pdf.

Tao, J., Zheng, C., Lu, Z., Liang, J.C. and Tsai, C.C., 2020. Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation. Australasian Journal of Educational Technology, 36(2), p.105–119. Available from: https://doi.org/10.14742/ajet.4844. DOI: https://doi.org/10.14742/ajet.4844

Tibategeza, E.R. and Plessis, T. du, 2021. Early English Language Learning in Tanzania in Relation to Language Policy. In: S. Zein and M.R. Coady, eds. Early Language Learning Policy in the 21st Century: An International Perspective. Cham: Springer International Publishing, Language Policy, vol. 26, pp.151–166. Available from: https://doi.org/10.1007/978-3-030-76251-3_7. DOI: https://doi.org/10.1007/978-3-030-76251-3_7

Topçiu, M. and Myftiu, J., 2015. Vygotsky Theory on Social Interaction and its Influence on the Development of Pre-School Children. European Journal of Social Sciences Education and Research, 4(1), pp.1721–79. https://www.researchgate.net/publication/318536572. DOI: https://doi.org/10.26417/ejser.v4i1.p172-179

United Republic of Tanzania and Ministry of Education, Science and Technology, 2023. Education and Training Policy 2014. 2023rd ed. Dodoma: Ministry of Education, Science and Technology. Available from: https://www.moe.go.tz/sites/default/files/EDUCATION%20AND%20TRAINING%20POLICY%202014%2C%202023%20EDITION.pdf.

Vygotsky, L.S., 1978. Mind in Society: Development of Higher Psychological Processes. Harvard University Press. Available from: https://www.unilibre.edu.co/bogota/pdfs/2016/mc16.pdf.

Widyaningrum, L., Faridi, A. and Saleh, M., 2020. The Relationship between Communication Strategies and Language Proficiency among the English Department Students of IAIN Kudus. English Education Journal, 10(4), pp.504–602. Available from: https://doi.org/10.15294/eej.v10i4.40035. DOI: https://doi.org/10.15294/eej.v10i4.40035