Mwanza, Sylvia (2011) A Comparative Study on Reading Performance of Pupils with Preschool and Non-preschool in Relation to the New Break Through to Literacy: A case of selected schools in Lusaka. Masters thesis, University of Zambia.
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Abstract
This study sought to compare reading performance of pupils with and without preschool background in relation to the New Break Through to Literacy (NBTL). The following were the objectives. To establish whether there is a difference in reading between preschool and non-preschool pupils; to establish if there are differences in executive skills between pupils with preschool and non-preschool; to find out teacher's views on reading differences between preschool and non-preschool children; to find out teacher's views on differences in executive skills between preschool and non-preschool pupils and to assess how home reading contributes to reading differences between preschool and non-preschool pupils. There were three hypotheses in this study which are. There is no difference in reading between preschool and non-preschool pupils; there is no difference in predictors of reading between preschool and non-preschool children, there is no difference in executive function skills between preschool and non-preschool children. The study used a survey design. The target population was 110, which consisted of 54 pupils with preschool and 46 pupils without -preschool and 10 teachers. Purposive non probability sampling procedure was used in selecting participants. Hands on test instruments were used for the pupils and interview schedule guides for the teachers to collect data. The study instruments were piloted at Regiment basic school before they were used in the study. Data was analyzed quantitatively using the statistical package for social sciences version 16 (SPSS) and qualitatively using emerging themes. The study revealed that generally, there were significantly low reading levels among grade ones. The study showed that there were no statistically significant differences in reading and executive skills between pupils with preschool and non-preschool. Nevertheless those with preschool exposure performed significantly well on letter knowledge and were reported to pay more attention than the non-preschool during lessons.It was recommended that the Zambian government revises the preschool syllabus so that it can also be in a local language because it was observed that preschool children have problems adjusting to a local language in grade one after using English language in preschool.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Divisions: | Comparative |
| Depositing User: | Geoffrey Obatsa |
| Date Deposited: | 15 Apr 2019 12:16 |
| Last Modified: | 15 Apr 2019 12:16 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/9158 |
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