Local language policy implementation and assessment of pupils in selected primary schools in Kyaka county Kyegegwa district Uganda
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Date
2012-10
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Publisher
Kampala International University, College of Education, Open & Distance Learning
Abstract
This study investigated local language policy implementation and assessment of pupils in lower primary classes in Kyaka county, Kyegegwa district Uganda. The study was based on the following objectives: to establish the demographic characteristics of the respondents in terms of gender, age, educational qualification, position held and number of years teaching experience; to find out the level of local language policy implementation in lower primary classes; to establish the level of assessment of pupils in lower primary classes in the primary schools under study and to determine if there is a significant relationship between the level of local language policy implementation and the level of assessment of pupils in selected primary schools. The study employed descriptive correlational design; Respondents of the study were Headteachers of the selected primary schools and all teachers in lower primary classes. 154 respondents participated in the study. Data was collected using non standardized questionnaires and analyzed using frequency counts for the demographic characteristics of the respondents. Using frequency counts, demographic characteristic of the respondents were established whereby the female respondents dominated with 56% whereas men comprised of 44%; 33% of the respondents were within the age group of 25-29. The majority of them were youngsters with 78% and of all respondents a Gill Teachers’ Certificate was their highest level of qualification with teaching experience of 1-3 years at 40 %~ The average mean for the level of local language policy implementation in all primary classes in the schools under study was moderate which implied that it was satisfactorily done hence good enough. It was also found out that the level of assessment of pupils was moderate which implied that it was good enough. There was also a moderate significant relationship between the level of local language policy implementation and level of assessment of pupils in lower primary classes. The hypothesis that there is no significant relationship between the level of local language policy implementation and the level of assessment of pupils was rejected and an alternative hypothesis was upheld. Skinner’s Behaviorist theory was proved relevant for the study. It concluded that local language policy implementation and assessment of pupils are still at a questionable level. It recommended that the programme needs more than mere stipulation in the National Policy on Education and should foster a meaningful, purposeful and functional primary education as enunciated in the National Policy on Education
Description
A Thesis Presented to the College of Higher Degrees and Research Kampala International University Kampala, Uganda In Partial fulfillment of the requirements for the degree Master of educational management and administration
Keywords
Local languages, Primary schools, Pupils, kyegegwa district