The use of Kiswahili and its effects on learning initial literacy skills in selected primary schools in Kondoa district, Dodoma region

This study examined the effects of using Kiswahili on learning initial literacy skills in selected primary schools at Kondoa district. Three research objectives guided the study: to assess the level of literacy acquired by the pupils in primary schools in Tanzania, to assess how Kiswahili as the medium of instruction facilitates learning initial literacy skills in primary schools and finally assess the effects of using Kiswahili on learning initial literacy skills for primary pupils. The study used a descriptive survey study design. It employed both the qualitative and quantitative approach. Purposive and simple random sampling techniques were used to select four public primary schools and 199 respondents to provide data for the study. Data were generated through interviews, questionnaires, observation and testing. Quantitative data were computed using the statistical Package for Social Science (SPSS) software and qualitative data were subjected to content analysis. The findings indicated that; first, there was an average level of literacy acquisition among pupils as most of them had the low level of ability in reading, writing and numeracy skills due to language factor. The pupils who were familiar with their mother tongue failed to master initial literacy skills. Kiswahili medium limited pupils with mother tongue background from learning initial literacy skills. The impact of using Kiswahili in some cases such as (urban schools) facilitated pupils to learn literacy skills relatively well, while in some it had negative impacts of becoming a barrier towards learning the initial literacy skills. The study recommends that the government has to ensure that pupils who are competent in mother tongue knowledge have to learn Kiswahili oral skills first for few months before starting reading and writing skills in Kiswahili. Also, it is recommended that head teachers have to ensure that no pupil is allowed to enter Class Two prior to mastering reading, writing and numeracy.