The teaching of literacy, numeracy and academic performance in secondary schools in Garamtoni Tanzania
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Date
2017-08
Authors
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Journal ISSN
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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
Keywords
Academic performance, Literacy, Secondary school, Tanzania