Instructional stratagies and literacy skills development among learners in selected primary schools in Mukono Central Division

Abstract

This study explored the effect of the instructional strategies on the development of literacy for primary school learners in Mukono central division, Uganda. The inquiry focused on three objectives: examining the effectiveness of teaching methods; assessing the role of instructional materials; and evaluating how scaffolding practices support literacy growth. Using a qualitative multiple case study design, the research focused on two primary schools. Structured interviews were conducted with eight literacy teachers, four focus group discussions with thirty eight learners, twelve classroom observations, and document reviews. Findings indicated that activities like reading aloud, paired reading, or the Jolly Phonics (JP) approach had a positive effect on the development of phonemic awareness and fluency, but little effect on comprehension. The teacher created charts, phonic word cards and realia were helpful for engagement and building vocabulary, and however, they were not always available, of good quality or in sufficient quantity to be effective. Literacy development was supported with scaffolding techniques such as modeling, providing feedback and connecting lessons to real world experiences, but individual support was limited by large class sizes (average of eighty students per teacher) and set lesson times. The study also concludes that although instructional strategies have potential in improving the basic literacy skills, this is dependent on contextual challenges like class size, material availability and preparedness of the teacher. They suggest ongoing professional development in phonics and comprehension strategies, more funding to support a graded readers, smaller class sizes and a gradual and systematic integration of scaffolding techniques into regular classroom practice. In addition to these practical steps, the study provides empirical evidence from a resource limited context in Uganda and adds to Vygotsky's Sociocultural Theory by identifying contextual moderators for the application of the Zone of Proximal Development (ZPD).