Effective use of reading amongst form two to four at Alwala secondary school, Kisumu district, Kenya: implications on school's performance.

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Date
2008-08
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Publisher
Kampala International University, College of Education Open and Distance Learning
Abstract
The new curriculum for teaching English was published 8 years ago. It aimed to improve the performance in English at KCSE and with that improvement general raise the passes in the other subjects. Research has shown that this goal has not been achieved as a result of the students not using the reading skills they have been taught. The purpose of the study was to investigate the impact of effective reading on school performance. The study determined the nature of reading skills taught in secondary schools in Kenya, the usefulness of reading skills, the impact of reading skills on exams and problems with teaching reading skills. Data was collected using questionnaires and interview schedule. Questionnaire was designed to find out from the students the coverage of reading skills and their attitude towards reading skills. Interview schedule was designed to establish subject teacher's perception of the place of reading skills in secondary schools. The study was carried out among form two, three and four students of Alwala secondary school, Kisumu district. Forms 2-4 were selected because they should have received instruction on reading skills and assessment results were available to rate them. Subject teachers were targeted because of their role as curriculum implementer. Extreme case sampling technique was used to select the study sample of 26 students. Random sampling was used to select 5 teachers. Descriptive statistics, percentages, were summarized in tables for presentation and interpretation. The study was based on the concept of instructional programme evaluation. It focused on the efficiency of the system and the quality of the present experience. Both were founrl wanting nnrl focus<'d corrective action should be taken to find a match between the skills taught and the students' academic performance . . Results indicated that in Alwala secondary, reading skills are taught. Students however do not keenly apply the skills in their reading. Based on the results it was concluded that reading skills helped students to access knowledge and skills from text books. Further, these skills helped students to perform well in their academics. Lastly absence of reading skills text posed a challenge to the teaching of reading skills. To improve the teaching of reading skills all departments must work as a learn to help the child acquire and use reading skills. Further, equip libraries with reading skills text. The purpose of the study was to investigate the impact of effective reading on school performance. The study determined the nature of reading skills' taught in secondary schools, the usefulness of reading skills, the impact of reading skills on exams and the problems with teaching reading skills.
Description
A research thesis to be submitted in partial fulfillment of the requirements of the Bachelor of Education Degree of Kampala International University.
Keywords
Reading, Secondary education, Kisumu, Kenya
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