DYNAMIC TEACHING AND ASSESSMENT INTERVENTION FOR READING DIFFICULTIES IN EARLY GRADES: EXPERIENCE FROM DODOMA, TANZANIA
Journal Title: Asian Journal of Management Sciences and Education - Year 2018, Vol 7, Issue 1
Abstract
The study investigated the power of Dynamic Teaching and Assessment (DTA) in improving reading skills of the pupils with potential risk of reading difficulties in early grades in Tanzanian public primary schools. The study used pretest and posttest to develop pupil’s reading ability. A total of 407 (234 grade one; 173 grade two) among them, 111 pupils (55 boys 56 girls) from grade one formed an experimental group and 123 pupils (53 boys, and 70 girls) were in the control group. Meanwhile, a total of 102 grade two pupils (50 boys; and 52 girls) were in the experimental group whereas, 71 pupils (36 boys; and 35 girls) constituted a control group. The repeated ANOVA was used to determine the mean differences of the test scores of both the pretest and posttest of the grade one and two pupils. The analysis indicates that the experimental group in each grade improved their reading ability significantly compared to the control groups. The study concludes that the DTA is a powerful teaching and learning strategy to the pupils at risk of reading difficulty. It therefore recommends that DTA should be used in to help majority of pupils struggling in reading.
Authors and Affiliations
Salvius Kumburu, Tandika Pambas
Keywords
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