Publication

Adopting the child-centred pedagogy for teaching reading and writing in Local Language: Experiences from Uganda

Akello, L. D., 2018, [Groningen]: University of Groningen. 222 p.

Research output: ThesisThesis fully internal (DIV)Academic

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  • Title and contents

    Final publisher's version, 485 KB, PDF-document

  • Chapter 1

    Final publisher's version, 408 KB, PDF-document

  • Chapter 2

    Final publisher's version, 480 KB, PDF-document

  • Chapter 3

    Final publisher's version, 654 KB, PDF-document

  • Chapter 4

    Final publisher's version, 437 KB, PDF-document

  • Chapter 5

    Final publisher's version, 337 KB, PDF-document

  • Chapter 6

    Final publisher's version, 270 KB, PDF-document

  • Chapter 7

    Final publisher's version, 516 KB, PDF-document

  • Summary

    Final publisher's version, 223 KB, PDF-document

  • Samenvatting

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  • Appendix 1

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  • Complete thesis

    Final publisher's version, 1 MB, PDF-document

  • Propositions

    Final publisher's version, 152 KB, PDF-document

  • Lucy Dora Akello
The thesis reports the outcome of four sub-studies conducted in primary schools in Uganda from 2012 to 2015 to answer the following questions: Why children taught in the local language find difficulties in reading and writing? How the child-centred pedagogy can be adopted for teaching reading and writing? How formative assessment can be implemented in large classes? How written story can facilitate learning to read and write?
Guided by Vygotsky’s socio-cultural theory four sub-studies were conducted within Participatory Action Research (PAR) framework using in-depth interviews, focus group discussions, review of exercise books and lesson observation. The following findings emerged: children easily learnt concepts in the local language although challenges like inadequate teachers’ language proficiency, inadequate instructional materials, high pupils’ enrolment and teacher-centred approach of teaching, affected pupils’ learning. Although involving children at different levels, conducting continuous assessment and using appropriate instructional materials improved children’s proficiency; some pupils still had difficulties reading three syllable words, constructing simple sentences and punctuations. Thirdly, involvement in PAR changed assessment practices and improved pupils’ competencies; lastly although written stories improved children’s writing and reading, the humour, gesture and voice variations ingrained in the oral stories, were lost in the written stories thus affecting the beauty and meaning that came with them. The studies recommended: adopting child-centred pedagogy, incorporating instructional materials, conducting continuous assessment, recording competencies attained daily, designing interactive activities, reducing pupils’ number and teachers’ workload, continuing to use written stories accompanied by audio-visuals to maintain the humour and tone variations in the stories.
Translated title of the contributionImplementatie van de kindgerichte pedagogie voor het verbeteren van de lees- en schrijfvaardigheid in de lokale taal: ervaringen uit Oeganda: ervaringen uit Oeganda
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
Supervisors/Advisors
  • Timmerman, Margaretha, Supervisor
  • Namusisi, Speranza, Co-supervisor, External person
  • de Winter, M, Assessment committee, External person
  • Kanyandago, Peter, Assessment committee, External person
  • Minnaert, Alexander, Assessment committee
Award date4-Jun-2018
Place of Publication[Groningen]
Publisher
Print ISBNs978-94-034-0729-6
Publication statusPublished - 2018

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