Causes of inability to read and write among primary school pupils in Songea municipality, Tanzania

The study intended to find out causes of inability to read and write among primary school pupils in Songea Municipality. Objectives of the study were to: investigate the seriousness of reading and writing problem among pupils in the selected schools, examine contextual and managerial factors causing reading and writing problem, assess teachers’ basic knowledge and skills to conduct reading and writing lessons, and determine possible solutions necessary for addressing reading and writing problem. Theoretical framework that informed the study was drawn from constructivist theory advocated by Brunner in 1960 and social constructivist theory influenced by Vygotsky in 1960s. Qualitative research approach and imbedded multiple case study design were employed in conducting the study. Four public primary schools and 92 respondents were selected through purposive and stratified random sampling procedures. Classroom observations, documentary reviews, interviews and focus group discussions were the methods used to collect data, and they were analysed qualitatively by using content analysis techniques. The findings indicate that inability to read and write among pupils was a serious problem given that more than 40 percent of the pupils from all the classes and schools were unable to read and write correctly in Kiswahili, including pupils from small class sizes. Most of them failed to read syllables and words consisting consonant clusters. Reading and writing problem was caused by contextual and managerial factors namely poor teaching and learning environments, insufficient teaching and learning materials, ineffective school and classroom management, teachers’ difficulties in managing curriculum, inappropriate management of pre-primary schools, weak supervision and monitoring system, pupils and teachers’ absenteeism as well as parents and community education negligence. Virtually, all the teachers did not have requisite knowledge and skills of conducting reading and writing lessons. Mostly, they used to teach reading and writing in analogical manner, leading to overgeneralization, memorisation and cramming. Various education stakeholders were of the view that more government effort was needed to address the problem. Reading and writing problem needs effective measures to addressing it, and if not resolved promptly, pupils’ overall academic performance will be adversely affected. Effective instruction of phonemic awareness, phonic studies, fluency, vocabulary, comprehension as well as modelled, guided, and independent writing is vital for addressing reading and writing problem. To address the problem, The Government should to provide enough funds for education provision, strengthening school supervision/monitoring system and improve teachers’ living conditions. MoEVT needs to conduct training on school governance and curriculum supervision to all head teachers, reduce the number of subjects in standard one, and re-introduce the 3Rs teacher in-service trainings. TIE is urged to prepare detailed text books useful for instructing reading and writing, and include the 3Rs training course in grade ‘A’ and diploma curricula. Teachers ought to increase the number of periods in reading and writing lessons in standard one. The community and parents are sensitised to focus on their children’s education.