Teachers’ perceptions on the use of songs in the development of initial literacy skills among grade one learners in primary schools in Nyimba district eastern province, Zambia.
Date
2019
Authors
Tembo, Cecilia
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Publisher
University of Zambia
Abstract
This study aimed at establishing teachers’ perceptions on the use of songs in the development of initial literacy skills among grade one learners in primary schools in Nyimba District in Zambia. The objectives were to: describe the types of songs that can be used as tools to develop initial literacy skills among grade one learners in primary schools, establish teachers’ perceptions on the use of songs as tools to develop initial literacy skills among Grade one learners in primary schools, ascertain the appropriateness of songs that can be used as tools to develop initial literacy skills among grade one learners; and explain challenges teachers can face when using songs as tools to develop initial literacy skills among grade one learners. A descriptive case study design under qualitative approach was used to conduct this study. The sample was 30 grade one teachers. Data was collected through interview guides and classroom observation guide.
The findings revealed that teachers can use traditional songs, action songs and storytelling songs. The lessons derived from these types of songs encompass physical, social, moral and spiritual aspects. The findings also revealed that teachers felt that songs could increase learners’ motivation and participation towards the lessons, improve memory and reduce anxiety in learners. In addition, the findings showed that the appropriateness of songs could help learners to acquire initial literacy skills namely; phonics, phonological awareness and vocabulary whereas some inappropriately used songs were used to kill boredom in learners and for fun or entertainment. In terms of the challenges that teachers experienced in using songs when teaching, the study revealed two major themes namely; disruption of learners’ attention, time wasting and inadequacy of songs in the teachers’ guide book.
Bordering on the findings of the study, the following recommendations were made; that the curriculum planners should include more songs in the teacher’s guides which are more related to the lessons. The study also recommends that teachers should be creative and innovative to create songs. For further research, the study recommends a study which will seek to assess trainee teachers’ preparedness to use songs in initial literacy classes.
Keywords: songs, initial literacy skills
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Thesis
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Music--Instruction and study