Impact of Local Language on Literacy Development Among Lower Primary Learners in Government Aided Schools in Bungokho South Sub – County, Mbale District
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Date
2024-08-22
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Uganda Christian University
Abstract
The study will examine the “Impact of local language on literacy development among lower primary in government aided schools in Bungokho South Sub-County, Mbale District.” The purpose of the study is to examine the impact of local language on literacy development among lower primary in government aided schools in Bungokho South Sub-County, Mbale District. The study was guided by the following objectives; to examine the status of children‟s literacy development abilities among learners in lower primary in Bungokho South, Mbale District; to analyse the factors that affect literacy development among learners in lower primary in Bungokho South, Mbale District and to find out possible ways to improve literacy development skills among learners in lower primary in Bungokho South, Mbale District. Data was collected from 152 respondents using self-administered questionnaires and interview checklists. Objective one of the study found out a very high mean and small standard deviation of (μ = 3.55; SD = 0.48) according to the scale used in the study. The high mean implies that respondents recognizes the fact that local language affects the status of reading abilities in the Sub-county and it hinders their academic progress on literacy development and the small standard deviation shows that most of the respondents agreed to the item questions in the questionnaire. Objective two of the study found out a very high mean and small standard deviation of (μ = 3.56; SD = 0.50) according to the scale used in the study. The high mean implies that respondents stated that there are so many factors that affect literacy development which minimizes their ability to read and actively participation in the literacy activities and the small standard deviation shows that most of the respondents agreed to the item questions in the questionnaire. Objective three of the study showed a very high mean and small standard deviation of (μ = 3.56; SD = 0.50) according to the scale used in the study. The high mean implies that respondents stated that there are so many factors that affect literacy development which minimizes their ability to read and actively participation in the literacy activities and the small standard deviation shows that most of the respondents agreed to the item questions in the questionnaire. The study concluded that status of reading abilities, phonemic awareness, alphabet and phonological awareness, oral language development and print awareness are serious factors that affect literacy development and have potential negative effects on learners‟ literacy development. Coupled with the challenges that both teachers and learners go through, for instance, financial family background, low pay among others, local language could have a serious bearing on their literacy development in general.
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Undergraduate Research