F";CTORS AFFECTING THE TEACHING OF LUGANDA IN PRIMARY SCHOOLS IN SUB-COUNTY, .

BY

ABilET LEAH BED/11132/61/DU

.A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION FOR THE REQUIREMENT OF AWARD OF BACHELOR OF EDUCATION WITH GUIDANCE AND COUNSELLING OF INTERNATIONAL UNIVERSITY.

NOVEMBER 2008 DECLARATION

a) Candidate I ABILET LEAH, declare that this work is my own and has never been presented to any University for the award of Bachelor of Education with Guidance and Counselling.

Sign: ...... ~ ...... Abilet Leah

Date: b) Supervisor This research report has been submitted for examination with my approval as the candidate's University supervisor.

Signed: ······················· ·· ·····•·---•······ ······· Arinaitwe Anthony Henry

Date: .~ ai o.~r.l. 9.~ -......

ii DEDICATION

This report is dedicated to my dear husband Mr. Danie! Eberu, my Parents, brothers and my children.

iii ACKNOWLEDGEMENTS

I would like to acknowledge a number of people without whom my work would have not been completed.

My greatest appreciation goes to my Supervisor Mr. Arinaitwe Henry for his fatherly guidance and giving me ago ahead in writing this research. Further more I continue to thank my husband who accepted me to go for further studies and always supported me financially. My special gratitude also goes to my District Education Officer Mr. Galiwango Ahmed for having recommended and encouraged me to go for further studies.

I will also not forget to thank my parents, Rev. Mesulam Abilet and Lucy Abilet for having done a greater role in counseling and encouraging me in whatever I do. May the Almighty God bless them.

My sincere gratitude also goes to my dear brothers, Polly, Patrick, James and Jerome for their great assistance and encouragement whenever there was need during the time of my studies.

Above all I thank God for the wisdom and good health; he gave me during the course of stay in the University.

iv TABLE OF CONTENTS PAGE Declaration ...... Dedication ...... iii Acknowledgement ...... iv

Table of Contents ...... V Bibliography ...... vii List of Tables ...... viii Abstract ...... ix

CHAPTER ONE: INTRODUCTION 1.1 Overview ...... 1 1.2 Background of the Study ...... 1 1.3 Statement of the problems ...... 4 1.4 State of research hypothesis ...... 4 1. 5 Purpose of the Study ...... 5 1.6 Objectives ...... 5 1.7 Significance of the Study ...... 5 1.8 Acronyms ...... 6

CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.1 Overview ...... 7 2.2 Introduction ...... 7 2.3 Luganda a factor of social development of a child and further learning ...... 9 2.4 Attitude of stake holders towards the mother tongue ...... 12 2.5 Government policy on mother tongue ...... 13 2.6 Availability of resources as a major factor in the successful teaching of mother tongue .... 13

V CHAPTER THREE: METHODOLOGY 3.1 Overview ...... 16 3.2 Procedure ...... 16 3.2.1 Selection of Schools ...... 16 3.2.2 Selection of subjects ...... 16 3.2.3 Instruments/tools ...... 16 3.3 Data Analysis ...... 17 3.4 Delimitations ...... ,... ,.. . 17 3.5 Limitations ...... 17

CHAPTER FOUR: FINDINGS 4.1 Introduction ...... 18 4.2 Analysis and Interpretation ...... 18

CHAPTER FIVE: DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS 5.1 Discussions ...... 31 5.2 Conclusions ...... 32 5.3 Recommendations ...... 33

vi BIBilIOGRAPHY ......

APPENDICES: 1. Appendix i Pupils' questionnaires 2. Appendix ii Teachers' questionnaires 3. Appendix iii Headteachers' questionnaires 4. Appendix iv Map of showing Kayunga District 5. Appendix v Map of Kayunga showing the Area of Study.

vii LIST OF TABLES

1. Availability of Luganda books at school. 2. Availability of Luganda books at home. 3. Parents attitude to Luganda learning. 4. Pupils attitude to Luganda learning and teaching. 5. Teachers attitude towards the teaching and learning of Luganda. 6. Teachers who had ever had a refresher course in the teaching and learning of Luganda. 7. Teachers trained on different methods of teaching Luganda. 8. Teachers who had Luganda teacher's guides in their schools. 9. Teachers who scheme and lesson plan for Luganda lessons. 10 Teachers who teach Luganda during Luganda or vernacular lessons (periods) 11 Teacher-s who have teaching learning Aids. 12 Teachers who had record of work and assessment sheets for pupils. 13 Headteachers who supervised teachers during Luganda lessons. 14 Headteachers who had encouraged parents to buy Luganda books for their children.

viii ABSTRACT

The study investigated the factors affecting the teaching of Luganda in lower Primary. The researcher hypothesized that lack of enough instruction materials, inadequate training of teachers in Luganda and a variety of different languages spoken in Kayunga would have been the factors that had been affecting the teaching of Luganda in lower Primary.

The researcher then had to use questionnaires, interviews and observation in her research. Questionnaires were read to pupils as they answered orally but individually. The teachers were intervened and observed during their teaching of Luganda periods.

The percentages were used to analyze the data from questionnaires interviews and observations were used just to confirm what had already been asked in questionnaires.

The study revealed that inadequate instructional materials for Luganda teaching, inadequate training of the teachers teaching Luganda, lack of Luganda teachers guides for Luganda teaching, lack of enough Luganda teaching and learning Aids, having no refresher courses for teachers teaching Luganda, lack of constant supervision of teachers teaching Luganda by the Headteachers and parents negative attitude towards their children learning Luganda at school and at home yet some of them are not Baganda were the factors that had been affecting the teaching of Luganda in lower Primary.

The discussions, conclusions and recommendations were arrived at as seen in page 31 - 33

ix CHAPTER ONE INTRODUCTION

1.1 OVERVIEW This chapter looks at the background of the study, statement of the problem, objectives of the study, the purpose of the study, the significance of the study and the acronyms.

Luganda is one of the motlier tongues in our country Uganda. It is a local language spoken in Central Uganda and it cuts across other districts in Uganda. Luganda as a mother tongue is very important for the children of Kayunga District because it's the common media of communication for all the different tribes of Kayunga, so there is need to teach in lower primary using Luganda.

This is so in that Luganda is the language children are exposed to as they interact in play. As such it should not be neglected at school as this will enable a child to learn with ease and flexibility.

1.2 BACKGROUND OF STUDY In Luganda, a child learns to express his/her self with those upon whom his/her early life depends.

Margaret Grant (1982) clarifies. "A child's ideas and thoughts are in his/her own language. If the child is to be encouraged to think for him or herself. He/she must first be helped to think in his/her own language. A sound education of a child begins through using the medium of mother tongue during the teaching/learning : ,ocess. This is a spring board to better acquisition of the second language or even 1ird language. Teaching of Luganda is a necessity as not all pupils benefit from learning all subjects in English.

1 Education is about understanding not hearing alone. As learners will be taught Luganda as a subject, it will be used as a medium of instruction. The learners will automatically learn their cultures like kneeling down when greeting if you are a girl, naming of twins, crops grown in their own land, the right vocabulary to be used at home, place of work, church, at any time and place.

Pat Davis (1994) provided strong statistical support for a mother tongue education in one language he studied. There was additional supporting violence circulated from countries like Cameroon and Papua New Guinea. UNESCO conference organized in Paris 1953 had this to say, ''Every pupil should begin his/her formal education in a mother tongue and should be taught that language as long as the supply of books and other instructional materials in that language permit.

According to the text book entitled \\History of Uganda" from 1967 -- 1990 vernacular like Luganda was taught from Primary four. The language was used as a medium of instruction until political changes took place. The language was then neglected in favour of English and Swahili in the name of unity.

Children were then punished for speaking vernacular as English became examination oriented. Vernacular was then scrapped from the time table. Parents and teachers attitude also became negative about vernacular teaching or its usage when teaching.

They urged that examination papers were set in English and there was no need to teach in vernacular. Failure of teaching of local language in Luganda has left most of the drop outs in Kayunga not knowing how to read and write in the language. If any of them is asked to read a letter written in Luganda or a bible he/she will not be able to do so. This is due to the negligence of teachers in teaching local language at school or use of it when teaching. 2

I Even at schools in Kayunga if one asks pupil in any class to read Luganda bible, a letter written in Luganda, he/she will not be able to do so as expected. This is a big loss to the community in Kayunga as they will see their children who are to take over from them not capable of reading and writing in their local language. How can there be better leaders in Kayunga?

Most of our learned people also find it hard to translate a speech made by some one in English. This can be seen in weddings and funerals. For the illiterate this is alarming and a change or research should be done to rectify this situation.

However a firm foundation must be given to children in Kayunga before they are exposed to another language like English which is used in examinations. Kajubi report (1992) states that "in rural areas the medium of instruction from primary one to primary four will be in relevant local languages and in primary eight, English will be a medium of instruction".

Today the Ministty of Education is trying to implement the policy by urging teachers in lower primary classes to practice the teaching of mother tongue through seminars of thematic programme. Some officers see it as being difficult to implement, while others say it does not work because of lack of reference books, teaching/learning aid and funds for acquiring the assessment sheets for each theme.

Many people see that teaching of the local languages will lead to factionalism and conflict as Uganda, Kayunga in particular is a multi-lingual District.

Besides that teachers in lower primary classes are using vernacular lessons for teaching examinable subjects, like Science, Social Studies, English and Mathematics. This attitude has become common in Uganda as peoples' ideas are examination orientated. 3 In Uganda, a question remains how the mother tongue can be taught at school as a subject and a change taking place in learners as expected by parents. Though the new curriculum has laid emphasis on the teaching of vernacular in general and has been put on the time tables, most teachers are still not seriously fol/owing that Some are still waiting for refresher courses, more instructional materials, supplementary readers and reference books.

The bulk of the problem may be lack of funds, instructional materials, negative attitude of parents and teachers and poor methods of teaching language. Therefore there are many areas that still need justification and problems to be solved before the policy can be effectively implemented in all primary schools in Uganda. This forms the basis of the study.

1 -~'';; STATEMENT OF THE PROBLEM Lugarida was not taught a!; a subject and pupils could not read materials written in Luganda. It was not examinable and even when set it was not done in all class. Teachers had no refe;·ence books and are not trained in Luganda teaching.

Now Luganda is included in the curriculum, but still there are no reference books and teachers are not trained in the teaching of Luganda as a subject.

1.4 STATEMENT OF RESEARCH HYPOTHESIS The study was guided by the following hypothesis:- 1. There is no significant difference between Jack of enough instructional materials in the teaching of Luganda in lower primary classes. 2. There is no significant difference betvveen in adequate training and the teaching of Luganda in lower primary classes.

4 1.5 THE PURPOSE OF THE STUDY The purpose of the study is to find out the factors affecting the teaching of Luganda in lower primary classes.

I 1.6 OBJECTIVES By the end of the study the researcher will be able to:- I 1. Identify the profile of the pupils, teachers and Headteachers.

2. Identify the teaching methods used in teaching of Luganda. I Ir I 3. Identify the pupils, teachers, and Headtechers attitudes in teaching of I Iffi Luganda. I 4. Find out the problems affecting the teaching of Luganda. I 5. Find solutions to the problems affecting the teaching of Luganda. I Ii

1.7 THE SIGNIFICANCE OF THE STUDY It is hoped that with understanding of the necessity of teaching Luganda in lower primary classes as suggested by the report of Education policy review commission (1989) as confirmed by the government white paper (1992), the following may gain out of this research. 1. The researcher will be fulfilling the requirement of bachelor of Education with Guidance and Counseling. 2 The parents, headteachers, teachers, pupils and the community in areas where Luganda is commonly spoken, may be able to change their attitude or ways of thinking about teaching of Luganda. 3. The Primary Teachers' Colleges may take up initiative to start training teachers to teach Luganda. This is possible in Primary Teachers' Colleges like Kibuli PTC, PTC e.t.c. 4. The Ministry will use the findings to help monitoring the teaching of mother tongue.

5 1.8 ACRONYMS Teaching This is a process of passing knowledge, behaviour, skill, attitudes and information to the learners in a formal way.

Factors Something that facilitates or hinders the existence of something.

Luganda A local language mostly spoken in Central Uganda.

PTC Primary Teachers' Colleges.

6 CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 OVERVIEW This chapter states the introduction, Luganda as a social development of a child and future learning, the attitudes of stake holders towards the teaching of mother tongue, government policy on mother tongue and the availability of resources as a major factor in the successful teaching of Luganda.

2.2 INTRODUCTION Many researchers and authors have written books in relation to the teaching of mother tongue. Luganda is an example of a mother tongue. It being a language is a tool for communication, comprehension and perpetuating culture in . It is a language in which the child develops intimate and formative relationships with his/her family and community.

It is in this language that children from earliest years of life develop so much fundamental understanding about themselves and their world plus their personality. Language has been defined by American Dictionary (1979) as "The aspect of human behaviour that involves the use of vocal sound in written symbols to form, express and communicate thoughts and feelings".

Language is more than speech. It is knowledge in behaviour. Nevertheless, language consists of four aspects, which must be developed during formal education. These are listening, speaking, reading and writing.

Researchers and Educators argue that reading, writing, listening, speaking and viewing are supportive of one another. A child joins school when she/he has acquired some of these skills in their mother tongue like speaking and listening.

Albert J. Harries (1986) Says, "Most children understand some words before first birth days and begin to say single words between 12 and 18 months. 7 Don Holdaway (1989) says, "Language is the most complex behaviour That we ever learn and yet most of us use the primary speech from Our native tongue at eve1y tender age".

Parents undertake a task of teaching children oral language with confidence and understanding success. No matter what their educational background, they require no advanced course in nature of language. In most countries today/ including Uganda, many of the people who might be said to need development most can be demonstrated to speak only the African language when government talk about ideas of modern Agricultural methods, family planning, small scale industry, technology, child nutrition, human rights and local resistance. Councils system, which needs to reach Uganda's rural people who live amongst those who speak only their first language (LI) lie Luganda without any knowledge of English, has no alternative but use Luganda.

Teach;ng and the use of vernacular like Luganda is not a new factor. In Uganda since the coming of school education with the first missionaries in 1800, vernacular like Luganda was the medium of instruction from primary one to primary four until 1967 - 1990, with all political changes that local languages were neglected in favour of English and Swahili in the name of Unity. However though this has been the political objectives in education system. Their wish has never been availed due to many tribes, wl1ich a1·e in Uganda.

8 2.3 LUGANDA A FACTOR TO SOCIAL DEVELOPMENT OF A CHILD AND FUTURE LEARNING Language is a human heritage, therefore no child should be denied his/her local language in education and it is his/her human right to express him/her self in a language he/she understands best.

Doctor Elaine Carter in his paper presented on November 1991, one of his recommendations was that, the language the child begins at school and uses should be used as a basis for language and literacy activities.

Margaret Grant (1984) suggested that, child's ideas and thoughts were in his/her own language and if he/she were to be encouraged to think for him/herself, he/she would first be helped to think in his/her language.

Further she gave the following reasons why a child should be taught in their mother tongues. i) Vernacular is the child's contact with his home, family and village. ii) The culture of his/her people is found in his/her own language and should be taught at its purest best so that, they can appreciate the literature of his/her own country.

Nothing is closer to a child, than the language in which he/she learns to express his/her first thoughts and in which he/she develops his/her ,-elationships with those upon whom his/her early life depends. Therefore, if the child's experience with education in school provides little or no time for mother tongue he/she will unfo1tunately conclude that education has little to do with real life around him/her and that his/her mother tongue is inferior and so is him/herself.

9 Furthermore, his/her spontaneous responses during learning activities will be suppressed. The teaching of mother tongue intensifies pupil's procedure powers by forcing him/her to express him/her self in a language which is not foreign and neglect of it tends to cripple and destroy the pupils' productive capability like thinking and expression.

Durojaiye M.O 17 adds to say; "The school must carry on and add on the good work began in the homes to continue the language richness, which most children bring to school at the beginning of formal education.

As such the teaching of Luganda is necessary in lower primary and nursery schools. The teaching of mother tongue like Luganda has been a concern and many discussions have been held about literacy, education and language issues. Virtually a person speaks well for a variety of reasons, however in most developing countries, n'::il:171":, children nor adult:" h::-i\'e access to educational instruction in the language they speak well. This is one of the reasons that education in some of these countries has been vet)' ineffective.

Professor Walusimbi in his paper (1994) affirmed the above by saying that: those children who dropout of school go away before they have attained permanent literacy in English. Consequently many become illiterate and because they learnt reading in English and not in mother tongue or first language, they find themselves in a dilemma as they cannot read effectively either in English or mother tongue or in vernacular.

Research studies show that a student who has learnt his/her mother tongue well finds it easier to transfer it to his/her language learning skills (Listening, Speaking, Reading and Writing). Hence the Ugandan child will learn English or any other language much more smoothly if he/she has mastered his/her mother tongue first. Mr. Jose V. Aguilar (1981) conduced an experiment in the use of vernacular in education among the Philippines. 10 His hypothesis was that learning would improve in the primary schools if vernacular were used exclusively in the first and second grades and if English was introduced in the third grade. There would be no mixing of language in the first grades.

Professor Madian (1971) noted that youngsters who learnt to read in their I mother tongue approach reading in second strength by their existing skills. In addition, Joan Brian et al (1992) said that one survey showed there were over I one hundred forty languages being spoken in London alone. To grow up bilingually I• a child needs to be fluent in at least on language in order to conceptualize.

It is difficult for a child who has not learnt to speak the language spoken at home by his/her parents (vernacular) to quickly come to school and start speaking the second language like English.

For teaching to succeed, a learner must be taught from simplex to complex. Therefore before a child is exposed to a second language, he/she must have been taught in mother tongue like Luganda in Buganda. It is a firm foundation for learning other subjects taught in Primary. To enlighten this, an experiment was conducted in Philippines in the use of vernacular education by Mr. Jose V. Aguilar (1987) his hypothesis was that learning would improve in primary schools if vernacular was used exclusively in tl1e first grade and second grade which is the same as lower primary in a Ugandan situation, English would then be introduced in I the third grade which is upper primary in our present system of education.

He came up with the following conclusions below: 1. As a medium of instruction in grade one, the vernacular hilagayons produced more taking results than did English. Pupils were taught reading, arithmetic and social studies in Hilagayon and were more superior to those who taught in English in those subjects. 2. Pupils seemed to be able to transfer their training in the medium of instruction of opposite class with about the same ease in both experiment and control groups. 11 Another importance of teaching mother tongue like Luganda is to consolidate, integrate and extend the child's home experience and the new school experience when taught in his/her mother tongue like Luganda.

If a child is exposed to a new language before understanding his/her first language he/she will find it hard to participate in school activities.

Kulazikulabe Loy (1989) quoted Tall saying, "Childt·en must be given an opportunity to express themselves freely in their mother tongue at school, while they are playing outside or exchanging ideas, at work in the classroom and else where"

A child taken to a multilingual school is denied this golden opportunity. He/she keeps to himself/herself for quiet sometime without a friend due to lack of verbal c1y;-,rnunicatio•1.

2.4 ATTITUDES OF STAKE HOLDERS TOWARDS THE TEACHING OF MOTHER TONGUE Although the teaching of Luganda is essential according to its importance, parents pet-ceived that English language teaching offers more benefits than costs. Primary parents worry that pupils who learn in Luganda will have lower standard of English and thus will face diminished job prospects in future.

School administ1·ation understandably responds to that concern. Many parents were brain washed by Colonial languages. They had been told that Luganda will take their children no wt1ere and that mother tongue like Luganda is inadequate as a media of instruction and should be scrapped off in the school timetable.

Unpatriotic headteachers who do not speak the language of the area in most cases discourage the teaching of the vernacular in their schools even if the schools could afford to have it taught. 12 The colleges in Uganda do not train specialists to cater for the local languages. Teachers come out without the knowledge of handling the local language when

given to handle. Pupils 1 interest in the study of the subject is also negative. This is so because of what the adults talk and think about the teaching of Luganda.

Joachim Buwembo (1999) wrote about mother tongue in the news paper by stating that introduction of the teaching of mother tongue may produce division.

2.5 GOVERNMENT POLICY ON MOTHER TONGUE The 1989 Education review commission, which later became the Government white paper, emphasized that Uganda languages should be given a bigger place in the curriculum. The use of mother tongue as a medium of instruction must be from primary one to primary three and English from primary five to primary seven.

Emphasis on policies to preserve the local languages was also discovered in the inter· government conference on language policy in Africa held in Zimbabwe. One of the guideline they gave stated:

1'There is need for a flexible general policy frame work which allows each community to use its language while integrating with a wider society. Therefore the language plans must operate at local regional and international levels".

2.6 AVAILABILITY OF RESOURCES AS A MAJOR FACTOR IN THE SUCCESSFUL TEACHING OF MOTHER TONGUE (LUGANDA) In the year 2000, vernacular of which Luganda was then emphasized to be a medium of instruction in lower primary classes. Many Ugandans were eager to have that action done. The new vision (1990) has this to say: 'The launching of curriculum due to be implanted next year is warmly welcomed by many Ugandans". 13 In the previous years materials and syllabi for teaching mother tongue (Luganda) at lower p1-imary had been provided to schools. The new curriculum which encourages the teaching of local languages in all schools in Uganda was launched in the year 2002.

Teaching guides have also been released to schools to try to simplify the teaching for teachers. In the induction courses carried out in the country for the implementation of the new curriculum, teachers were told that more instructional materials were going to be sent to schools to cater for all subjects and vernacular inclusive. More refresher courses on the teaching of all subjects including mother tongue was emphasized by facilitators during induction courses.

In 1962, the Protectorate Government had formed language and literate committee5 frx VcffiGus n~gional langua~,~,:- /\II these committees unfortunately ceasr-rl to function. The sole objective of these committees was to produce books and other reading materials in their respective languages before independence.

Uganda was under going a mother tongue education system, which was so effective and said that committees produced numerous books. In Uganda, there is an issue of language situation, we can see briefly various languages and where they are being spoken.

language Place Spoken Luganda Mukono, Luwero, Mpigi, Mubende, Kalangala, Masaka, Rakai, l

14 Luo Lira, Apac, Kitgum, Gulu 1 Pader. Kinyarwanda Kisoro. Lugwere Pallisa Lunyole Tororo Lusamia/Lugwe Busia

Lusoga Jinja, Iganga 1 Kamuli, Bugiri. Madi Moyo, Adjumani. Ruhororo Rukungiri Rukonzo Kasese Rukiga Kabale, Rukungiri Runyankole Mbarara, Ntungamo, Bushenyi, Ssembabule. Runyoro Kibale, Masindi, Hoima. Rutoro Kabarole

R1J1.1amba Bundibugyo Lugisu Mbale, Sironko.

The next chapter discusses the methodology that was employed on the study.

15 CHAPTER THREE: METHODOLOGY 3.1 OVERVIEW In this chapter, the researcher will look at the selection of schools, subjects, instruments/tools, data analysis and the delimitations to the study.

3.2 PROCEDURE 3.2.1 Selection of School Seven Schools in Kayunga sub~county were selected. They included the following: Nawandagala R/C, Ssezibwa C/U, Kiwooza C/U, Kanjuki UMEA, Namulanda C/U, Busaale R/C, and Mugema Primary School. The study cover·ed primary one, two and three classes where the language is commonly used.

3.2.2 Selection of Subjects

A 1nethc1d ,~1f i'andom selection was used in selecting tile subjects. The

subjects used included Headteachers of the selected schools 1 teachers of lower primary classes (P.1 - P.3) where one teacher for each of the three classes was randomly selected.

The population also includes primary pupils from primary one to primary three classes. They include t\both boys and girls and from day schools in rural areas.

3.2.3. Instruments/Tools

The required data was collected by use of questionnaires1 which were administered to both headteachers and teachers. They close ended questionnaires for the pupils selected; interviews were carried out by the researcher for the ten pupils each in primary one up[ to three; five boys and five girls randomly selected.

16 3.3 DATA ANALYSIS To analyze the data, the researcher used simple percentages based on the questionnaires and interviews that were conducted to the respondents. The responses were then be tabulated and the percentages calculated. The researcher then compared the percentages obtained and conclusions were then drawn. I l t 3.4 DELIMITATIONS TO THE STUDY I The study is limited to seven primary schools in Kayunga Sub-County within the rural area, as already stated in 3.2.1 above. ! The study was also limited to only heateachers of the selected schools and the I teachers of primary one, two and three of the above mentioned schools. I Ten pupils; five boys and five girls were selected from each of the classes. The i researcher was also limited to the use of Luganda while carrying out interviews with i the pupils. I 3.5 LIMITATIONS TO THE STUDY t The researcher would have come up with a much more comprehensive research if she was not limited by the following factors: I~ I i) Finance: I The researcher found out too expensive to do the work. The little funds I I available could not allow work to be collected and analyzed in time. I 'i ii) Transport: Movement from one school to another proved a big problem to the researcher such that it took a lot of time to collect all the required data. iii) Time: Time given to carryout the research was so little that most of the work was done in hurry. iv) Some of the results were not recovered from the respondent causing delays and reducing the number needed 17 CHAPTER FOUR: FINDINGS

4.1 INTRODUCTION After collecting the required data for the study, qualitative analysis was carried ou. The results were obtained by getting a general percentage. Due to the confidentiality of this information, the schools presented in codes A, B, C, D, E, F, and G. A = Ssezibwa C/U B = Kiwooza C/U C = Kanjuki UMEA D = Busaale R/C E = Namulanda C/U F = Nawandagala R/C G = Mugema P/5.

The findings of the research questions, interviews and observations were presented and tabuiated as shown below.

4.2 ANALYSIS AND INTERPRETATION TABLE (A) Availability of luganda books at school. School P.3 P.2 P.1 Responses by all pupils in all schools. Yes No. Yes No Yes No A - 10 2 8 1 9 B 1 9 4 6 2 8 C 2 8 2 8 1 9 ., D - 10 .) 7 2 8 E 1 9 3 7 3 7 F 1 9 4 6 2 8 G 1 9 3 7 1 9 Total 6 64 21 49 12 58

18 % of these pupils who had Luganda books at their schools = 6 + 12 + 21 = 39 X 100 210 = 18.6%

% of those pupils who had no Luganda books at school = 64 + 49 + 58

= 171 X 100 210 81.4%

These percentages showed that in all the seven schools taken for the study, some of them had few Luganda books available for the learners but were not enough. This ~vas seen in that 18.6% of the pupils had Luganda books in their schools and 81.4% of the pupils had no Luganda books at school.

TABLE (B) Availability of Luganda books at home. - I ! P.3 P.2 P.1 ' ~ I I School RESPONSES Yes No Yes No Yes No '-- A 00 10 00 10 02 08 ! B i 00 10 02 08 04 06 C 00 10 02 08 04 06 D 01 09 08 02 02 08 E 00 10 03 07 02 08 ,___ __ F ' 00 10 02 08 03 07 G 00 10 03 07 05 05 Total 01 69 20 50 22 48

19 % of those pupils who had no Luganda books at home 69 + 59 + 48

::: 167 X 100 210 = 79%

% of those pupils who had Luganda books at home is 01 + 20 + 22

:::: 43 X 100 210 = 20.5% = 21% The percentage showed that most pupils had no Luganda books at home as seen with the high percentage of 79.5% while a few pupils had Luganda books at home as seen in the percentage of 21 % availed to them to read at home by their parEnts.

TABLE (C) Parents' Attitude to Luganda learning. P.3 P.2 P.1 School Responses Yes No Yes No Yes No A - 10 5 5 - 10 B - 10 10 - - 10 C - 10 9 1 1 9 D - 10 8 2 2 8 E - 10 9 1 - 10 F - 10 9 1 2 8 G - 10 9 1 2 8 Total - 70 59 11 7 63 20 Percentage of those pupils who say their parents do not encourage them to speak Luganda at home. 70 + 11 + 63

:::: 144 X 100 210 :::: 68.6% = 69% Percentage of those pupils who say their parents do encourage them to speak Luganda at home. 0 + 59 + 7

:::: 66 X 100 210 :::: 31.4%

= 31 ~lo These percentages showed that parents do not encourage their children when at home to speak or learn Luganda. This revealed that most parents have a negative attitude towards learning of Luganda by their children. This is seen percentage wise as 69%. Few parents had positive attitude towards Luganda learning in that they tried to encourage their children to speak the language. This was shown above percentage wise as 31%.

21 TABLE (D) Pupils' Attitude towards learning and teaching of Luganda. P.3 P2 P.1 3 4 8 12 03 04 08 12 03 04 08 12 , y y y I N y N y N y N N N N y N y N y N y N y N

I 1 10 0 0 10 2 8 9 1 7 3 3 7 10 0 2 8 8 2 1 9 9 1 I 1 10 0 0 10 0 10 10 0 7 3 4 6 7 3 3 7 7 3 3 7 9 1

I I 2 8 2 0 10 1 9 9 1 6 4 4 6 7 3 2 8 8 2 1 9 8 2

I ' 2 8 2 0 10 2 8 10 0 8 2 3 7 8 2 2 8 6 4 3 7 8 2 .0 0 5 5 0 10 0 10 10 0 7 3 4 6 7 3 4 6 8 2 2 8 9 1

I I 2 5 10 1 9 0 10 10 0 6 4 4 6 6 4 2 8 7 3 3 7 7 3 < 'I 2 0 10 0 10 2 8 10 0 7 ..., 4 6 7 3 2 8 3 7 3 7 8 2 iO 10 41 29 1 69 7 63 68 2 48 22 26 44 52 18 17 53 49 23 16 53 58 12 L..-.- I I Percentage of Pupils who had positive attitude is: 60 + 41 + 1 + 7 + 68 + 48 + 26 + 52 + 17 + 49 + 16 + 58 I

:::: 144 X 100 850 = 52% I Percentage of those pupils who have negative attitude is:

409 X 100 I~ 850 = 48% Out of all pupils taken for the study 52% had positive attitude towards the teaching and learning of Luganda. As such these percentages revealed that most pupils in the schools taken for the study had positive attitude compared to those who had negative attitude towards the teaching and learning of the subject.

22 TABLE (E) Teachers who have ever had a refresher course in the teaching and learning of luganda. School Responses Yes No A 0 3 B 0 3 C 0 3

! ' D 0 3 L__ E 0 3 F 0 3 G 0 3 Total 0 21

-~"-~------~------~------~- ----~-~---- % 0% 100%

The percentage shown above revealed that for all the seven schools taken for the study, all the lower primary class teachers have never had refresher courses in the teaching and learning of Luganda.

23 TABLE (F) Teachers Trained on various methods of Teaching Luganda. School Responses , I Yes No I' A 1 2 I B 0 3 C 0 3 II D 2 1 i I E 0 3 t I F 1 2 G 1 2 Total 5 16 % 24% 76% -

Teachers who had never been trained on various methods of teaching Luganda. = 5 x100 12 I = 76% I The percentage obtained above revealed that of all the lower primary teachers I taken for the study, most of them had never trained on various methods of teaching Luganda that is 76% and 24% had been trained on various methods of teaching Luganda that is 76% and 24% had never been trained on various methods of teaching Luganda.

24 TABLE (G) Teachers' attitude towards the teaching and learning of Luganda. School Responses Positive Negative A 3 0 B 1 2 C 2 1 D 1 2 E 3 0 F 2 1 G 2 1 Total 14 7 i % 67% 33%

According to the above table, 67% of the teachers taken for the study had positive attitude towards the teaching and lea rnin g of Luganda and 33% had negative attitude. As such most of the teachers taken for the study had positive attitude towards the teaching and learning of Luganda .

25 TABLE (H) Teachers who had luganda Teachers' Guides in their schools:

1 School Responses Yes No. A 0 3 B 0 3 C 0 3 D 0 3 E 0 3 F 0 3 G 0 3 Total 0 21 % 0 100% - The table above re, 1e:=i 1ed that for all the teachers taken for the study all the teachers of lower primary classes had no Luganda Teachers Guides. Percentage wise it was 100%.

TABLE (I) Teachers who scheme and lesson plan for luganda Lessons School Responses Scheme Plan Yes No Yes No A 2 1 2 1 B 2 1 2 1 C 2 1 2 1 D 2 1 2 1 E 2 1 2 1 F 2 1 2 1 G 2 1 2 1 Total 14 7 14 7 % 67 33 67 33 26 The above table revealed that some of the teachers taken for the study, in all the seven schools, all do scheme and lesson plan for Luganda lessons, percentage wise it was 67%. Those without schemes and lesson plans were 33%.

TABLE (J) Teachers who teach luganda during luganda periods. School Responses Yes No

? A J 0 ...., B .) 0 C 3 0 D 2 1

- ~~~~ -- ·- E 2 1 F 3 0 i G 3 ! 0 Total 19 2 I % 90% 10%

The above table revealed that for all the teachers in lower primary classes taken for the study do teach Luganda during Luganda periods. Percentage wise it was 90% and those who were not teaching Luganda during Luganda periods were few and percentage wise 10%.

27 TABLE (K) Teachers who have teaching learning aids for luganda. School Responses Yes No A 0 3 B 0 3 C 1 2 I D 0 3 I E 1 2 F 0 3 G 2 1 Total 4 17 -- % 19% 81% ~--- The table above revealed that in all the schools taken for the study, rnost of the teachers had no teaching lea ming aids for Luganda giving a percentage of 81 % and a few had Luganda teaching learning aids, giving a percentage of 19%.

TABLE (L) Headteachers who Supervise their teachers during luganda periods: School Responses Yes No A 1 0 B 1 0 C 0 1 D 0 1 E 0 0 F 1 1 G 0 1 Total 3 4 0/o 48% 570/o 28 The table above revealed that most of the headteachers were not supervising their teachers during Luganda periods. Percentage wise was 57% and those who supervised their teachers during Luganda periods were few and percentage wise was 43%.

TABLE (M) Headteachers who encouraged parents to buy Luganda books for their children. School Responses Yes No A 0 1 B 1 0 C 0 1

I D 1 0 E 0 1 F 0 1 G 0 1 Total 2 5 % 29% 71%

The table revealed that most headteachers had not encouraged parents to buy Luganda books for their children giving a percentage 71 % and a few of them used to encourage to buy Luganda books for their children giving a percentage of 29%.

29 TABLE (N) Headteacher who Speak luganda at Assembly time. Schoof Responses Yes No A 3 0 B 3 0 C 3 0 D 3 0 E 3 0 F 3 0 G 3 0 Total 21 0 % 100% I 0

-.-he above table rc:vealed that all headteachers used to speak Luganda at assembfy time, giving a percentage of 100%.

30 CHAPTER FIVE DISCUSSION, CONCLUSION A.ND RECOMMENDATION

5.1 DISCUSSION The finding revealed that instructional materials especially Luganda books were inadequate in the schools of the study and as such affected the teaching of Luganda in those schools of the study. This was in line with what the UNESCO conference organized in Paris (1953).

Parents 1 negative altitude has been one of the factors, which had affected the teaching of Luganda in the sampled schools of study. Joachim Buwembo (1999) had also supported this in his study.

Joachim Buwembo (ibid) had continued to argue that headteachers and teachers negative atlitud~ tJ th,:: teaching of mother language like Luganda could also be the factor affecting the teaching of Luganda, but according to this research, it had contradicted.

The study has revealed that teachers and headteachers had positive attitude to the teaching of Luganda and as such headteachers and teachers positive attitude could have then affected the study positively but not negatively as Buwembo (1991) had come up with.

Buwembo (ibid) again had come up with pupils 1 negative attitude as being the one of the factors affecting the teaching of mother tongue Luganda but even this has contradicted with my findings.

In my findings pupils 1 attitude towards the teaching of Luganda is positive so pupils attitude has affected the study positively not as Buwembo had come out with.

31 Lack of adequate teaching and learning aids for Luganda was another factor that affected the teaching of Luganda in the sampled schools. This too contradicted with what the New Vision 1999 had noted. The study as well revealed that lack of refresher courses affected the teaching of Luganda in those sampled schools. Education Officer needed to arrange for those refresher courses, seminars, workshops that were in line with that retired Revered Anus Betungwa in his letter to New Vision (1999) said. Inadequate training of teachers teaching Luganda was one of the factors affecting the teaching of Luganda in the sampled schools. This was in line with Buwembo (1999) had come up with.

5.2 CONCLUSION In conclusion, the researcher found out in the study that there were many factors affecting the teaching of Luganda in lower primary classes. In the schools taken for the study.

Instructional materials for Luganda teaching at school were not enough in all the schools taken for the study. At pupils' homes, almost all the pupils have no Luganda readers to be used when at home. Their parents also had not been encouraging their children to learn the language both at home and even at school. Few teachers and headteachers have ever encouraged parents to buy for their children Luganda readers at home.

Parents were seen to have l1ad negative attitude towards their children learning Luganda. Most of the teachers teaching it had never been trained on various methods on the teaching of Luganda.

The teachers had not got adequate training in how to teach Luganda in lower primary classes in al! the schools taken for the study, though they and their pupils had been having positive attitude to the Luganda teaching. The teachers had no Luganda teachers' guides for teaching it. 32 Teachers also taught other subjects during Luganda periods and as such makin£ learners not to have enough time to learn Luganda.

The teachers had no enough teaching learning aids for the teaching of Luganda in most of the schools taken for the study in all the lower primary classes. Most headteachers had not been supervising their teachers during Luganda periods in most of the schools taken for the study especially in lower primary classes, though they had positive attitude towards Luganda teaching at their schools.

For all the reasons given above, it appeared that inadequate instructional materials for Luganda teaching, inadequate training of teachers teaching Luganda lack of enough Luganda teaching and !earning aids, having no refresher courses and parents negative attitude towards Luganda teaching greatly affected the teaching of Lugand2 in lower pt·imary classes in the schools taken for the stucly.

In conclusion therefore, if teachers could be supplied with adequate Luganda instructional materials, enough Luganda teachers guides, enough teaching learning aids, adequate training on various methods of Luganda teaching, giving them refresher courses on the teaching of Luganda, encouraging parents to buy books for their children to use at home and to have positive attitude towards their children learning Luganda, this would really make the teaching of Luganda effective in lower primary classes in all schools in Buganda.

5.3 RECOMMENDATIONS As regards the factors affecting teaching of Luganda the researcher gave her recommendations below:

The researcher recommended that more research be carried out on the same topic but in primary teachers colleges. 33 The researcher also recommended that the research could be carried on the same topic but using different attributes or variables.

The findings also revealed that more funds and time be given to research since the ! researcher had limited funds and time to carryout more detailed work. l I Its also recommended that the Ministry of Education and sports should mobilize I funds to carryout more research work on areas of Educational importance. I I

II l Im I

I;; I i I I

34 BIBLIOGRAPHY

1. American Heitage Dictionary (1979) 2. Bans M. Ellis (1995) Hands on poetry centres for Language in Primary Education. 3. Beatrice Jones (1980), Teaching of Language, Kampala. 4. Bright J.A. etal (1997), Teaching English as a second language, London, Longman.

5. Brown G. et al (1983), Teaching the Spoken language, an approach based on analysis of conversational English, Cambridge University Press. 6. Bwayo J.K.W. et al (1996), Education and Professional Studies, module Ministry of Education, Kampala. 7. Child D. (1993), Application of Psychology for the Teaching, London Case 1 Education Ltd. 8. Daphine M. Brown (1980), Mother Tongue to English, University Press Cambridge. 9. Dr. Elaine Carter (1991) The reading teacher vol. 45 No. 3 November (1999), Learning to read with pleasures. 10 Durojaiye M.O.A. (1976), A new introduction to Psychology, Evans Brothers Limited - Ibadan. 11 Farrant J.S (1994). Principles and Practices of Education Longman London. 12 Harner (1983), The practice of English Language Teaching London Longman. 13 Kalazikulabe Loy (1989). The effect of Language Development on Learning and Reading. 35 14 Margaret Grant (1978). School Methods with young children, Evans Brothers Ltd. London. 15 Martha oamman Teaching the language Arts in Elementary Schools. WMC Brown Company USA. 16 New Vision News Paper Monday 12th September, 1999. 17 The Education White Paper (1990). Ministry of Education, Kampala.

36 PUPILS' QUESTIONNAIRE

1. PROFILE

Name • O • • • • • • O O O O O • O • • • O O O • O O O O O O O • o r O ' • O O O O O I O o o ' O O • O O O ♦ 0 ♦ • ♦ 0 4 ' • O O O O O O O O O I O I O O O • 0 0 • • • 0 .... 0 0 0 0 0 • 0 0 • 0 0 • o o o ,0 o E O o o o o O • 0 M I O 0 Age: 6-8 8 - 10 Class: P.1 ~'_ ___, P.2 P.3

2. Do you have Luganda Lessons?

No J'--_ _... Yes

3. Do you do exams in Luganda? No I I Yes

4. Can vou read Luganda? No ,-- I

5. Can you write Luganda? No / Yes I I~-~

6. Do you always like Luganda Lessons? No I I Yes 1.------,

7. Do you have Luganda reading books at school? No j Yes I~-~

8. What problems do you find when learning Luganda?

I! I TEACHERS'QUESTIONNAIRE

1. PROFILE 1. Age: CJ 2. Gender: Male CJ FemaleLJ 3. Number of years spent in the profession 0-2yrs LJ 3-4yrs LJ SandaboveLJ 4. Number of pupils in class. LJ

2. Teaching /Learning methods used. 1. Discussion I 2. Discovery 3. Explanation B 4. Dramatization I 5. Demonstration 6. Answer and question I 7. Grouping B 3. Availability of teaching resources. 1. Reference books I 2. Schemes of work 3. Lesson plans 4. Teaching/Learning Aids I ~--~

4. What's the pupils' attitude towards the Learning of Luganda. Negative I I Positive ( I

5. What is the performance of the pupils in Luganda as a subject? Poor LJ Good LJ Fair CJ 6. What problems do you find when teaching Luganda Lessons.

• • • • o • o o I • I I I I .. • ~ • I o • 1 • • 0 • • o • r 1 • • • o • • • ' 1 • • • • • • • • ' ' • • • • ' • • • • .. • • o o 1 • o • o o I I o • • ■ o o • 1 • 0 1 o • 1 • 1 • 1 0 I O 1 • • I .... I O I I• o I Io o ,o o o o o o • o 'It

7. Suggest any possible solutions to this problems

Tick where applicable.

Thank you.

I

I I = HEADTEACHER'S QUESTIONNAIRE 1. PROFILE CJ 1. Age 2. Number of years as a Headteacher CJ ~ School Enrolment 3. CJ t 2. How o~en do you supervise teachers duringl Lugan!da lessons. 1. Always \ 2. None CJ I 3. Sometimes CJ I 3. Availability of teaching Resources ' 1. Reference books CJ I[: 2. Teaching/Learning Aids CJ 3. Schemes of work CJ 4. Lesson plans CJ 4. What is the teachers' artitude towards the teaching of Luganda. Negative l I Positive ! I

5. What is the general performance of pupils in Luganda as a subject? Poor c=J Good c=J Fair c=J Excellent □ 6. What problems do you find in the teaching of Luganda as a subject?

7. Suggest any possible solutions to these problems

o o o o o o o o o I o o o ■ • o o ■ o o o O o ,o o o O o o o o O o o o O O • o O O O • 0 O I I O , O I O • , I ~ O • • f o • O O O O • O O I O I I O O I • I O O I O I O I O I O , I I O O I O I O I O I ,t I • I O I O I o I' I O o • O O O II

Tick where applicable.

Thank you. .,. ,-. - - . - -- - -

MAP OF KAYUNGA DISTRICT SHOWING ·rHE AREA OF STUDY.

,,., ..

t..: ~bl"u..1A) l•,111.1, ,:'--••1-'•t"' ..,1, l~,.. 11.-111,111,

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'. Appendix 1v

MAP OF UGANDA SHOWING KAYUNGA DISTRICT

~;-~·r--···M••=> =-•r·~::·:•'-""Y '-~---•rno,r;,;•_.,.,-___, N

-- o,stnct boundary I . !-- ,.,{ts , a: National capital , ,. _ "

11 Di,;trict headquarters Othertowr, s = T .. 1mac road ::-- Marrum road --:or,, weather road --~ Railway St~arner route {£) International airpon + Airstnp }{ ~~C'.. -\ ,.\(''' i Sea le 1.3 opo ooa 30 EO j 90 12~ \-,rn --~--~--'--L.....----'

KENYA

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