Thematic curriculum implementation and pupils` early grade reading skills in public primary schools in Kumi Municipality, Uganda
| dc.contributor.author | Ojilong, Charles Patrick | |
| dc.date.accessioned | 2020-11-03T11:52:56Z | |
| dc.date.available | 2020-11-03T11:52:56Z | |
| dc.date.issued | 2020-02 | |
| dc.description | A thesis submitted to the college of education open, distance and e-learning in partial fulfillment of the requirements for the award of the Degree of Master in Educational administration and management of Kampala International University | en_US |
| dc.description.abstract | The study investigated the relationship between thematic curriculum implementation and pupils` early grade reading skills in public primary schools in Kumi Municipality, Uganda. Guided by three specific objectives: To assess the extent of thematic curriculum implementation, To find out the level of pupils` early grade reading skills, and To establish the relationship between thematic curriculum and reading skills of early grade in Kumi Municipality public primary schools. Descriptive correlation design was employed in the study to determine the relationship between thematic curriculum and pupils` early grade reading skills. Qualitative approach was used to get the perceptions of the pupil respondents on the thematic curriculum and pupils` early grade reading skills. Quantitative approach was used to get in-depth information about thematic curriculum implementation and early grade reading skills of the rest of the respondents other than the pupils. Target population was 12,688 respondents, which included 16 head teachers, 320 teachers, 12,000 pupils, 208 SMC’s and 144 PTA members, from which about 819 sample size was taken for this study. A sample for all these respondents other than head teachers (all taken) was got by using the Slovene`s formula: n = N / (1+Ne2). Where (n) was the required sample, (N) was the population and (e) the level of significance also called margin of error(0.05). Each of the 16 schools had six participants, nine of them had one additional member in PTA. SMC members were 8 for each school while8 schools had one additional member taken for data collection. Each school presented 24 pupils, while 3 schools benefited one more. All teachers were 6 in each school, and additional one for only 9 schools. Findings revealed that, the relationship between thematic curriculum implementation and early grade reading skills was very low (5 out of 7), therefore no evidence of a relationship between thematic curriculum implementation and pupils` early grade reading skills attainment in Kumi Municipality public primary schools. It was recommended that, another study in other factors be done since this particular one did not affirm the relationship that was assumed by the researcher. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/14082 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning | en_US |
| dc.subject | Thematic curriculum implementation | en_US |
| dc.subject | Pupils` | en_US |
| dc.subject | Early grade reading skills i | en_US |
| dc.subject | Public primary schools | en_US |
| dc.subject | Uganda | en_US |
| dc.title | Thematic curriculum implementation and pupils` early grade reading skills in public primary schools in Kumi Municipality, Uganda | en_US |
| dc.type | Thesis | en_US |