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|Title:||The teaching of literacy, numeracy and academic performance in secondary schools in Garamtoni Tanzania|
|Publisher:||Kampala International University,College of Education|
|Abstract:||The study aimed at establishing the role of teaching literacy and numeracy and further investigate the influence of secondary school learning experiences, and teachers’ self-Efficacy in Ngaramtoni Tanzania. The objectives of the study were to examine the role of teaching literacy and numeracy on academic performance in Ngaramtoni Tanzania, to establish the challenges of teaching literacy and numeracy on academic performance in Ngaramtoni Tanzania, to find out the solutions to the challenges of teaching literacy and numeracy on academic performance in Ngaramtoni Tanzania To achieve the objectives of the study, the researcher used cross-sectional survey method that used both quantitative and qualitative methods. A cross sectional survey was used in order to obtain a snapshot data on study variables. This combined with descriptive and analytical research designs. The descriptive nature of it focused on understanding of a sample survey in which responses of self-administered questionnaires were described to provide a clear picture. The analytical perceptive involved analyzing results from responses given in the questionnaires and actionable recommendations were then made. The researcher included this method of data collection in order to get the views that the respondents felt could not be voiced out before other people. The researcher was able to get more information through this method of data collection as compared to all the other methods used especially on information about the teaching literacy and nurneracy in Ngaramtoni Tanzania. Before commencing the research, an introductory letter from the Kampala international University was sought and the purpose of the study were explained to the authorities to avoid inconveniences and misunderstandings about the purpose. The information collected was kept highly confidential, The findings shows that majority of respondents (66.7%) agree that basic literacy and nurneracy can be described as a learner’s ability to read, write and use numbers in organising and communicating ideas effectively. 26.7% disagrees, and 6.7% were not sure. This implies that literacy is the ability to read and write which is basic for all education important to their success in school and work. It was concluded that the positive school climate found in majority of schools has a positive but small influence on achievement of basic reading literacy. The study recommends further research on the influence of home environment on basic reading literacy, influence of effectiveness of teachers on achievement of basic reading literacy.|
|Description:||A research dissertation submitted to the college of education in partial fulfillment of requirement of Award of the bachelor’s degree in Arts with education of Kampala International University|
|Appears in Collections:||Bachelor of Arts with Education|
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