Exploring techniques employed by teachers to teach reading comprehension in grade ten in selected secondary schools in Chilanga district, Zambia.
Loading...
Date
2024
Authors
Choonga, Delphine
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This research explored the techniques teachers employ to teach reading comprehension in grade ten (10) in selected Secondary Schools in Chilanga District, Zambia. The objectives of the study were to: Assess the teachers’ knowledge of the concept of reading comprehension; explore the teachers’ classroom techniques they employ to teach reading comprehension and lastly, to establish the challenges they encounter in teaching reading comprehension.The research approach used in this study was a qualitative approach. The study used a descriptive research design. Data was collected from lesson observations, interviews and focus group discussions and was analyzed through identification of common themes from the participants’ descriptions and presentations of their experiences and knowledge about the subject matter. 29 participants were purposively selected from three secondary schools including SO, teachers and learners. The study revealed a shared understanding among participants, including the Standards Officer, Heads of Department, teachers and learners regarding the vital role of reading comprehension in vocabulary development, understanding complex concepts, and fostering critical thinking. Participants showed a nuanced grasp of reading comprehension as reading the passage, analyzing, understanding, interpreting, skimming, scanning, vocabulary and answering questions, recognizing its importance in assessing learners' reading levels. The study highlighted that participants displayed a more comprehensive awareness of techniques and activities for teaching reading comprehension. The study revealed that teachers employed diverse techniques such as; silent reading, discussions (pair work, group work and class discussion), reading aloud, presentations, individual work, retelling, brainstorming and question and-answer sessions. Three stages; pre-reading, while-reading, and post-reading were identified in teaching reading comprehension, aligning with established pedagogical models. These findings align with prior research, supporting the use of eclectic methods for a more effective and engaging learning experience. Finally, the study identified challenges such as; large numbers of learners, teacher unpreparedness, inadequate materials, learners’ inability to read, lack of interest in reading by learners, failure of learners to find meaning from the context and low English proficiency among learners. These challenges align with existing literature, emphasizing their universality in diverse educational contexts. Additional obstacles include socioeconomic disparities, the need for culturally relevant reading materials, and the impact of parental involvement on reading habits. The recommendations of the study based on the findings were; School administrators should prioritize resource allocation, ensure adequate teaching materials, address socioeconomic disparities, invest in professional development, and create a diverse school culture to overcome obstacles. These recommendations were aimed at improving the techniques in teaching reading comprehension in Zambia.
Description
Thesis of Master of Education in Literacy, Language and Applied Linguistics.