Usage of Thematic Curriculum and Literacy Levels in Lower Primary in Hoima district in Uganda. A case study of Parajwoki Coordinating Centre.

Abstract

The study investigated the impact of thematic curriculum on literacy levels in lower primary in Hoima district. A case of Parajwoki coordinating centre. This was guided by the following objectives; Language policy on literacy levels, class teacher system on literacy abilities and instructional materials on literacy attainment in lower primary schools in Hoima in Uganda. The research was conducted through quantitative approach using a cross section and correlation as research designs. Data was collected using questionnaires and Interview guide, as well as review of available documents and records targeting basically, pupils, teachers, parents and head teachers as respondents from a population of 108 in primary schools. Data was analyzed using the Statistical Package for Social Science where conclusions were drawn from tables and figures. Based on the study findings, the following were found out; 62.2% of the respondents were in total agreement that language policy used by teachers has a big impact on literacy, 27.8% of the respondents disagreed and 10% were not sure. 66.9% agreeing that class teachers systems used by the teachers enhance literacy levels. 25.1% disagreed and 8% were not sure. 65.2% of the respondents agreed that instructional materials had an influence on literacy attainment, 27.8% of the respondents disagreed and 07% were not sure. From the study findings, it was concluded that language policy used by teachers had an effect on literacy levels. This was because the teachers were using the local languages to express their views better to pupils in simple and understandable manner. It was also concluded that the class teacher system used by teachers had an impact on literacy abilities. In the schools where various practices are employed, they bring both the teachers and pupils together and learning becomes more enjoyable and simple.The study also concludes that instructional materials impact on literacy attainment through creating group and teamwork ideologies in them. The more materials the pupils use in lessons, the better their literacy levels. The schools and the ministry should plan refresher courses to enable teachers have adequate knowledge and skills that can help to deliver content to pupils. The school should stock adequate instructional material for easy teaching practices. This will help to engage pupils in meaningful learning activities.