Department of Early Childhood and Pre-Primary Education

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Browsing Department of Early Childhood and Pre-Primary Education by Author "Kabasinguzi, Dorothy"

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    The literacy learning environment and literacy skills development of lower primary children: a case of Nakawa division, Kampala city council authority
    (Kyambogo University (un published work), 2019-11) Kabasinguzi, Dorothy
    Literacy is fundamental to all areas of learning as it unlocks access to the wider curriculum. Any basic education to be regarded good quality should be able to equip the pupils with literacy development for life and further learning. High levels of literacy skills lead to great awareness and help people acquire new skills. In Kampala City Council, 7 out of 10 children between primary 3 and primary 7 can read a primary 2 level story UWEZO (2012). This study focused on literacy learning environment and literacy skills development of lower primary children. The objectives of the study included: to determine the relationship between the physical literacy learning environment and children’s literacy skills development in lower primary, to examine the relationship between the social literacy learning environment and children’s literacy skills development in lower primary, and to assess the relationship between the temporal literacy learning environment and children’s literacy skills development in lower primary. The study used a correlation research design. Data was collected using observation, interviews and document analysis from a total of 324 participants which included; 24 teachers, 60 parents and 240 children. Data was analyzed using descriptive statistics and Pearson correlation.The study found that there is a statistically significant relationship between the physical literacy learning environment and children’s literacy skills in Nakawa Division where r=.537, p<0.05 level of significance. There was also a statistically significant relationship between the social literacy learning environment and children’s literacy skills in lower primary where r= .471, p<0.05 level of significance. There was a statistically significant relationship between the temporal literacy learning environment and children’s literacy skills In lower primary in Nakawa Division where r=.139, p=0.05 level of significance This study is significant because it provides an insight to all education stake holders about the importance of the literacy learning environment to children’s literacy development which can lead to the improvement of literacy performance in schools.