A study on factors contributing to backwardness in reading among standard four pupils in primary schools in Tanzania: the case of Shinyanga district council

The purpose of this study was to investigate the factors contributing to backwardness in reading among Standard four pupils in primary schools in Tanzania. It was guided by three objectives and related research tasks, namely (i) to examine pupils reading competencies and associated factors for backwardness in reading, (ii) to determine combined methods for teaching, assessing and remedial approaches for improving pupils’ reading in Kiswahili subject and (iii) to investigate the availability of teaching and learning (T/L) materials and facilities for improving pupils’ reading in Kiswahili subject. The study employed mainly the qualitative approach using a case study design. A total of 125 participants comprising of head teachers, district chief inspector of schools, Kiswahili subject teachers, parent/guardians’ and Standard IV pupils were purposively selected. Data were collected through semi-structured interviews, focus group discussions, observations, documentary reviews and reading tests (reading aloud, silent reading, and cloze tests). Qualitative data were analysed qualitatively and quantitatively. The study findings revealed that there were 595 (31.1%) backward readers out of 1915 pupils in the sampled primary schools out of whom 125 (21.01%) were in Standard IV. The findings of the study revealed that most of the pupils were backward readers because of being ranked in Weak and Fail performance levels in the three reading tests.The findings of the study revealed several other factors for backwardness in reading such as truancy, pupils’ mother tongue that is, Kisukuma (language background), intellectual abilities, shortage of T/L materials, lack of lunch/dinner at school/home, large class size etc. The findings indicated also that less participatory, teacher-centred methods constituting alphabet, syllables and songs (in lower classes), demonstration and question and answers (in higher classes) were used. There was neither assessment of reading to identify pupils at risk of reading disability nor defined remedial teaching programme for backward readers. Reading activities such as reading competition, and reading clubs, were found not promoted by Kiswahili subject teachers. It was found that all teachers in the sampled primary schools had the required education and professional qualifications but none of them had been specifically trained to teach reading. The study exposed acute shortage of T/L materials and facilities for teaching reading. The study recommends to the Ministry of Education and Vocational Training (MoEVT) and Tanzania Institute of Education (TIE) to introduce an independent course for pre-service teachers teaching reading (3Rs) should also provide guidelines for assessment and introduce remedial teaching programs in all primary schools. MoEVT, department of education and inspectorate department in the district should reintroduce in-service training for teaching 3Rs to all teachers. The study recommends further research on backwardness in reading among pupils to determine the nature of backwardness in each pupil and on how to eradicate it in primary schools.