Effectiveness of interactive writing strategy in promoting teaching and learning of Kiswahili reading skills in grade one in Chemba district, Tanzania

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dc.contributor.authorKambona, Winfrida Jacob
dc.date.accessioned2022-03-11T12:32:22Z
dc.date.available2022-03-11T12:32:22Z
dc.date.issued2021
dc.descriptionDoctoral thesisen_US
dc.description.abstractThis study explored the effectiveness of Interactive Writing Strategy (IWS) in improving teaching and learning of Kiswahili reading skills in grade One in Chemba district, Tanzania. The study was guided by five specific objectives, namely exploring teachers’ knowledge of phonemic awareness and alphabet knowledge; exploring strategies in teaching phonemic awareness and alphabet knowledge; improve teachers’ instructional capacity in the use of IWS in teaching phonemic awareness and alphabet knowledge among pupils; assessing the effects of IWS in improve the teaching of phonemic awareness and alphabet knowledge among teachers; and assessing the effects of IWS in improving phonemic awareness and alphabet knowledge among pupils. Social-cultural and activity theories guided the study. The study employed a mixed method approach in which a qualitative approach was dominant. The phenomenography, action research and quasi-experimental designs were used. The convenience and purposive sampling techniques were used to select 10 schools and informants who were 10 teachers, 10 head teachers and 218 pupils. Data were collected through interviews, observations, documents review and testing. The qualitative data were analysed through thematic analysis procedures while the quantitative data were subjected to descriptive analysis, and paired samples t-test. The findings indicated that teachers had inadequate knowledge about phonemic awareness and alphabet knowledge. The strategies used by teachers in teaching phonemic awareness and alphabet knowledge were less interactive. It was established that collaborative learning activities improved teacher’s instructional capacity in using IWS. Additionally, the study indicated that IWS improved teaching of phonemic awareness and alphabet knowledge. Lastly, IWS improved pupils’ level of phonemic awareness and alphabet knowledge as all tested items scored a p-value of 0.00, <0.05. The study concluded that IWS is crucial for improving reading skills among pupils when learning environments are conducive. The study recommends that teachers should be empowered to use IWS for improving reading skills among the pupils.en_US
dc.identifier.citationKambona, W. J. (2021). Effectiveness of interactive writing strategy in promoting teaching and learning of Kiswahili reading skills in grade one in Chemba district, Tanzania (Doctoral thesis). The University of Dodoma, Dodoma.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.12661/3488
dc.language.isoenen_US
dc.publisherThe University of Dodomaen_US
dc.subjectInteractive writingen_US
dc.subjectInteractive writing strategyen_US
dc.subjectKiswahilien_US
dc.subjectKiswahili reading skillsen_US
dc.subjectGrade oneen_US
dc.subjectChembaen_US
dc.subjectTanzaniaen_US
dc.subjectAlphabet knowledgeen_US
dc.subjectReading skillen_US
dc.subjectLetter sound knowledgeen_US
dc.subjectLetter naming knowledgeen_US
dc.subjectGrade One pupilsen_US
dc.titleEffectiveness of interactive writing strategy in promoting teaching and learning of Kiswahili reading skills in grade one in Chemba district, Tanzaniaen_US
dc.typeThesisen_US
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