Universal Journal of Educational Research Vol. 9(7), pp. 1353 - 1358
DOI: 10.13189/ujer.2021.090701
Reprint (PDF) (326Kb)

Directed Reading and Thinking Activity as a Pedagogical Strategy on Learners' Reading Abilities in Kiswahili Language in Primary Schools, Bungoma County, Kenya

Sikolia Cleophas Kalabai ^*, Florence Abuyeka Miima , Samson Hossana Ondigi
Department of Educational Communication and Technology, Kenyatta University, Kenya

ABSTRACT

Reading is a language skill which is very important in almost all aspects of life. It is used in education and other daily activities. Therefore, reading is a critical skill which should be taught appropriately in schools. Despite this, many learners in primary schools cannot read the grade-level materials written in Kiswahili. This is attributed to the failure of the conventional strategies to promote reading. To find the solution to this problem, the current study investigated the influence of DRTA on the learner's abilities in reading Kiswahili as L2 and to establish its influence on the learner's reading abilities on the basis of gender. This was an experimental study that adopted both the Solomon Four Group and qualitative designs. Purposive sampling was used to select four primary schools from which 72 grade four learners and 4 teachers of Kiswahili were sampled. The stratified and random sampling techniques were used to select them. The data were collected by the pretest and posttest and analyzed by the ANOVA. The results indicated that the DRTA had more influence on the learner's reading abilities than the conventional strategies. However, the DRTA didn't cause any significant difference in the performance of boys and girls in reading. The study recommends that the teachers of Kiswahili adopt DRTA in teaching reading in the middle classes where learners begin learning by reading. The teachers can also use the DRTA in teaching other language skills and learners who lack interest in reading or have reading difficulties.

KEYWORDS
Directed Reading and Thinking Activity, Comprehension Kiswahili Language, Strategy

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Sikolia Cleophas Kalabai , Florence Abuyeka Miima , Samson Hossana Ondigi , "Directed Reading and Thinking Activity as a Pedagogical Strategy on Learners' Reading Abilities in Kiswahili Language in Primary Schools, Bungoma County, Kenya," Universal Journal of Educational Research, Vol. 9, No. 7, pp. 1353 - 1358, 2021. DOI: 10.13189/ujer.2021.090701.

(b). APA Format:
Sikolia Cleophas Kalabai , Florence Abuyeka Miima , Samson Hossana Ondigi (2021). Directed Reading and Thinking Activity as a Pedagogical Strategy on Learners' Reading Abilities in Kiswahili Language in Primary Schools, Bungoma County, Kenya. Universal Journal of Educational Research, 9(7), 1353 - 1358. DOI: 10.13189/ujer.2021.090701.