EXPLORING THE RELATIONSHIP BETWEEN REMEDIAL INSTRUCTIONS AND GRADE THREE LEARNER’S READING ABILITIES IN PUBLIC PRIMARY SCHOOLS IN RUARAKA NAIROBI CITY COUNTY, KENYA

Authors

  • Masaba David Mulama Master’s Student, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi Kenya
  • Jessina Muthee PhD, Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v10i4.5397

Keywords:

remedial instructions, grade three learner, reading abilities, public primary

Abstract

Research has shown that a substantial number of school-age children experienced significant difficulties in learning how to read. Despite numerous interventions implemented in many Western countries to address this issue, children in Sub-Saharan Africa, such as Kenya, continued to struggle with poor reading capabilities. Specifically, the research focused on the influence of remedial instructions in addressing reading disabilities among grade three learners in Ruaraka, Nairobi County. The study was based on the Communicative Language Teaching Theory. A descriptive survey research design, employing a mixed-method research approach, was utilized. The research targeted 1,023 grade three learners, 12 head teachers, and 24 teachers within 12 primary schools in the Ruaraka sub-county. Purposive sampling was employed to select 5 schools with known interventions for learners with reading difficulties. Grade three learners were selected using the census method, while two teachers and one head teacher were conveniently sampled from each school. Data collection involved using questionnaires for grade three teachers, interview guides for head teachers, and the Kenya National Examinations Council (KNEC) test for grade three learners. Quantitative data were analyzed using frequency distribution, percentages, chi-square, and correlations with the assistance of Statistical Package for Social Sciences (v23). Qualitative data were analyzed thematically, adhering to all ethical guidelines throughout the research process. The findings revealed that Remedial Teaching, while promising, did not exhibit a statistically significant impact on reading performance. The study concludes that selecting the right intervention strategy when seeking to improve the reading abilities of grade three students. The study recommends that a rigorous and detailed investigation be undertaken to discern the specific strengths and weaknesses of Remedial Teaching as an intervention strategy. This in-depth analysis can provide valuable insights into its efficacy in addressing reading disabilities.

 

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Author Biographies

  • Masaba David Mulama, Master’s Student, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi Kenya

    Masaba David Mulamais a Literacy Instructional Coach and currently serving as a Special Education Needs Teacher at The International School of Älmhult (ISA) in Kronoberg county, in the Province of Småland, Sweden. He is a master’s degree holder in Special Needs Education (Learning Disabilities) at the Department of Early Childhood and Special Needs Education in the School of Education Kenyatta University, Kenya, B.Ed, and Counseling (Special Needs Education) from Kenya Methodist University, and Diploma in Special Needs Education from Kenya Institute of Special Education (KISE). His research interests include dyslexia, dyscalculia, learning disabilities, teacher instructional coaching, research and conference paper writing.

  • Jessina Muthee, PhD, Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi, Kenya

    Dr. Jessina Muthee is a lecturer in the School of Education at the Department of Early Childhood and Special Needs, Kenyatta University, Kenya.

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Published

2024-05-29

Issue

Vol. 10 No. 4 (2024)

Section

Articles

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