To examine the extent of application of Tusome literacy intervention methodology in daily learning and teaching literacy skills among grade two pupils in Masii Zone, Machakos county, Kenya.

Registration ID: IJNRD_213270

Published ID: IJNRD2403046

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Joyce Muthini , Dr. Mutua Francis , Prof. Peter Koech

Literacy skill, intervention methodology, reading performance

The purpose of this study was to asses Tusome literacy intervention Programme on reading performance among grade two pupils in public primary schools in Masii Zone, Machakos County. The intervention was put in place by the Kenyan Government to improve literacy outcomes from an early age. Tusome is a program run by the Ministry of Education (MOE), but funded by the USAID and UKAID with the aim of improving literacy in Kenya since May 2015. The study was based on Donald Holdaway’s theory of literacy learning (The Natural Learning Model of 1979. The target population consisted of 30 public primary schools out of which 9 were sampled. From each primary school, 2 teachers were sampled making a total of 18 teachers. From each school, 5 pupils were randomly sampled, making a total of 45 pupils. Therefore total number of respondents was 63. The researcher developed and used three instruments to collect raw data, namely, structured questionnaires, tests and interview schedule. A pilot study was carried out in two schools. This helped to ascertain in the validity and reliability of the data collection instruments. Quantitative data derived from the demographic section and questionnaire was analyzed using descriptive statistics. Qualitative data generated from the interview schedule was presented and organized based on study objective and presented in themes. The quantitative data was presented in form of tables, bar graphs and pie charts using Microsoft Excel 2010 Programme and deductions made. The study established that majority of teachers in masii zone applied Tusome methodology to teach. The study concluded that Tusome intervention programme affect reading performance among grade two pupils in Masii Zone, Machakos County. The research findings may be significant in identification of working interventions or shortcomings in the Tusome literacy program for its upholding and make recommendations on its influence or contributions to existing literature on literacy skill development among early grade learners in lower primary schools. The study recommends teachers should be motivated to use Tusome Methodology to teach literacy in lower primary grades, also continuous training would benefit lower primary teachers in their pedagogical development skills. This study may eventually help the Ministry of Education to identify appropriate strategies, instructional materials and in-service teacher training program for effective literacy achievements among lower primary school teachers.

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Joyce Muthini, Dr. Mutua Francis, & Prof. Peter Koech (March-2024). To examine the extent of application of Tusome literacy intervention methodology in daily learning and teaching literacy skills among grade two pupils in Masii Zone, Machakos county, Kenya.. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 9(3), a407-a412. https://ijnrd.org/papers/IJNRD2403046.pdf

Volume 9 Issue 3, March-2024

Pages : a407-a412

Paper Reg. ID: IJNRD_213270

Published Paper Id: IJNRD2403046

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Research Area: Engineering

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