Article Number: DRJSSES721034685
DOI: https://doi.org/10.26765/DRJSSES721034685
ISSN: 2449-0806

Vol. 10(2), Pp. 21-30, March 2022

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Original Research Article

Assessing the suitability of the teachers’ delivery methods to the curriculum’s purpose of enabling children in the lower classes acquire reading and writing abilities

Waiswa Mark Micheal


Abstract

This study was about assessing the suitability of the teachers’ delivery methods to the curriculum’s purpose of enabling children in the lower classes acquire reading and writing abilities. Structured questionnaires, focus discussion guide and interview guide were used to obtain data from a sample of 486 respondents consisting of 181 teachers, 214 pupils and 86 head teachers was selected using cluster, stratified, purposive and simple random sampling techniques. Data analysis was done using descriptive statistics and in verbatim respectively. Majorly, lower grade teachers view that the thematic curriculum involves creativity, is integrated in nature, themes are drawn from different areas, learners are actively involved, involves critical thinking, and it’s balanced between teachers and learners. Lower grade teachers’ content delivery was not too different from content specifications of the thematic curriculum except where children still could not find good words, and ideas clearly while writing. On the suitability of methods, lower grade teachers used creative methods to teach, and combine value, skills and knowledge between subjects while teaching. The day-to-day processes were supportive of early literacy acquisition. Conclusively, classroom application of the thematic curriculum by lower grade teachers in Nakaseke District is fairly done though with some significant areas of weakness which require attention by district education leaders with support from the Ministry of education to ensure that there is masterly of content specifications and it is followed up to make pupils understand.


Keywords: Delivery methods, teacher, curriculum, reading, writing, skills, lower-class


 Received: February 1, 2022  Accepted: February 25, 2022  Published: March 30, 2022


Copyright © 2022 Direct Research Journal of Social Science and Educational Studies