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Iv ABSTRACT Research Conducted in Zambia Have Revealed That Literacy

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Iv ABSTRACT Research Conducted in Zambia Have Revealed That Literacy ABSTRACT Research conducted in Zambia have revealed that literacy levels of Zambian learners are below the expected grade level. The Zambian Government has made huge financial investments in introducing the Primary Reading Programme (PRP), which emphasized the use of a familiar, indigenous language to teach basic literacy skills from grades one to three. However, research conducted nationwide after the introduction of PRP indicated that the proportion of learners achieving even the minimal expected standard of literacy by Grades 5 and 6 remains extremely low. Teachers play an important role in mediating the learning opportunities. The current study sought to investigate beliefs and practices of first grade teachers and the degree to which they influence learners’ mastery of initial literacy skills in Lusaka district. The study further sought to determine if and how a literacy tool, GraphoGame, could interact with teacher variables to improve learners’ literacy skills. Data for the current research was collected as part of a larger research project called the Reading Support for Zambian Children (RESUZ). At the core of the study was an intervention with GraphoGame. Intervention groups were formed for learners, teachers and a combination of both. The current study used both qualitative and quantitative methods of data collection. The sample consisted of first grade teachers from Zambian Government schools (N = 63) age range 25-54 and their learners (N = 288) age range 6-9 years. Data on teachers’ self-reported teaching practices and attitudes about intrinsic and extrinsic motivation, learner versus teacher centred approaches, personal theories of teaching and views about the curriculum was collected using a semi-structured questionnaire. Data collection on learners’ literacy development was conducted using locally developed paper and pencil tests of ciNyanja spelling recognition and orthographic awareness. Basic descriptive and simple moderation analyses were used to analyse the data. iv Results showed that the teachers endorse the use of local language and the phonemic approach in the literacy curriculum. Teachers believe in the learner centred approach over the teacher centred approach. As a personal theory of teaching, they do not believe that every child can learn. They also believe they are intrinsically motivated, although they felt their remuneration was inadequate. Results revealed no significant impact of teacher characteristics and beliefs on literacy acquisition of learners. However, moderation analysis revealed that GraphoGame interacts with the following teacher variables: number of learners taught by the teacher, experience teaching literacy to first grade learners and experience teaching literacy in the local language. The study recommends that Government consider the use of town ciNyanja in the curriculum for Lusaka district; intrinsic motivation of teachers should be enhanced; the use of learner centred approaches should be emphasised; teaching qualification requirements for early grade teachers should be upgraded and GraphoGame can be potentially used to enhance literacy teaching skills of teachers. v ACKNOWLEDGMENTS Both relief and joy fill my heart as I write the very last sentences of this PhD project. The process has been a great adventure, one that has enabled me discover myself and the world of academia more profoundly. There are many people to whom I owe my deepest gratitude, without whom this PhD would not have been possible. First and foremost I wish to extend my heart felt gratitude to my supervisors, Prof. Robert Serpell and Prof. Heikki Lyytinen for your constant guidance and support during this process. Thank you for constantly encouraging me along the way and for having faith in me, even when I did not have faith in myself. I am truly grateful for your wisdom, inspiration, understanding and patience during the duration of my studies. I am truly grateful for the numerous and sometimes exhausting revision sessions that helped broaden my thinking. I also wish to thank Prof. Kenneth Pugh and Dr. Stella Damaris Ngorosho for taking the time to review my work and for the valuable feedback and insights for future research. I feel truly honoured and privileged to have had you both review my work. A special thank you to members of the RESUZ team, Ulla Richardson, Tamara Chansa-Kabali, Jonathan Munachaka, Christopher Yalukanda, Francis Sampa, Emma Ojanen, Paivi Fadjukoff, Miika Pekkarinen, Mikko Pitkanen and the research assistants from University of Zambia for your constant co-operation during my studies. Your time and dedication to the project made this work possible and for that I am truly grateful. Sincere gratitude goes to the teachers and learners for according me their valuable time during the data collection process. Jari Westerholm, a special thanks to you for your assistance and guidance with data analysis. You were ever so patient and willing to give guidance and support whenever I needed it. You taught me a lot about vi statistics and for this I am thankful. The Department of Psychology at the University of Zambia, thank you for your understanding, encouragement and support during my studies. The late Dean of the School of Humanities, Dr. Siamwiza for all your support and encouragement. You had such great faith in me and provided all the administrative support I needed to complete my studies. Thank you for your kindness and thoughtfulness. To my entire family, thank you so very much. My parents, Jack and Gladys Jere, thank you for teaching me the value of hard work and persistence that has enabled me get through my studies. To all my siblings, for always being there to support me and encourage me along the way. Thank you for the love. To my awesome, loving and caring children Francis-X’avier and Claudia-Jean, thank for being patient with me when I had to focus on my work and sometimes be away from you. Thank you for the distractions, which I sometimes needed; the fun, laughter, hugs, cries and screams! This paper is dedicated to your future career related goals and aspirations. Lastly, to my greatest fan, Chisha my husband, for the constant support throughout the duration of my studies. Your interest in my work, constant encouragement, emotional support and tremendous faith in me has seen me through the toughest times of my studies. Thank you for celebrating my accomplishments with me and thank you for always bringing out the best in me. vii TABLE OF CONTENTS DECLARATION ……………………………………………………………. i COPYRIGHT ……………………………………………………………….. ii CERTIFICATE OF APPROVAL …………………………………………. iii ABSTRACT …………………………………………………………………. iv ACKNOWLEDGEMENTS ………………………………………………... vi TABLE OF CONTENTS …………………………………………………. viii LIST OF TABLES …………………………………………………………. xii LIST OF FIGURES ……………………………………………………….. xiii ACRONYMS ………………………………………………………………. xiv CHAPTER ONE ............................................................................................... 1 1.0 INTRODUCTION ..................................................................................... 1 1.1 Overview ............................................................................................. 1 1.2 The importance of teachers in teaching of literacy ............................ 1 1.3 Contextual background and rationale of the study ............................. 4 1.3.1 Language of instruction in Zambia ......................................... 4 1.3.2 The Primary Reading Program................................................ 7 1.4 Theoretical framework ..................................................................... 12 1.4.1 Vygotsky’s sociocultural theory ........................................... 17 1.4.2. Bourdieu’s theory of habitus ................................................. 20 1.5 Theoretical model ............................................................................. 23 1.6 Statement of the problem ................................................................. 23 1.7 Aims of the study ............................................................................. 25 1.8 Objectives ......................................................................................... 25 1.9 Research questions ........................................................................... 26 1.10 Significance of the study .................................................................. 26 1.11 Justification of the study ................................................................... 28 1.12 Limitations of the study .................................................................... 29 1.13 Operational definitions for key terms ............................................... 30 1.14 Summary .......................................................................................... 33 CHAPTER TWO ............................................................................................ 34 2.0 LITERATURE REVIEW ........................................................................ 34 2.1 Overview ........................................................................................... 34 2.2 Teacher beliefs ................................................................................. 35 2.2.1 The nature of beliefs................................................................ 35 2.2.2 Beliefs and knowledge ............................................................ 36 2.2.3 Understanding beliefs ............................................................. 37 2.2.4. Beliefs about the curriculum .................................................
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