Using project-based method by Luganda teachers to teach the reading skill at lower secondary level: a case of Kyengera Town Council, Wakiso District

Abstract

The study of using project-based method by Luganda teachers to teach the reading skill at lower secondary: A case of Kyengera Town Council, Wakiso District, focused on observing how teachers teach the reading skill, the challenges they encounter and establishing how best the Luganda teachers can use the project-based approach to improve the reading skill. This study was guided by David Kolb (1984) experiential learning model, the model focused on four critical aspects namely; reflective observation, active experimentation, abstract conceptualization as key pillars in the teachers use of project based pedagogical experiences to teach the reading skill. The study was guided by three objectives, which included: How Luganda teachers teach the reading skill, the challenges faced by Luganda teachers while teaching the reading skill, and, how Luganda teachers can improve the teaching of the reading skill through the project-based approach. This qualitative study specifically used interviews, focused group discussions and observation methods supported by the interview guide, FGD guide, and observation guide as data collection tools. Respondents included teachers and school administrators because teachers could exhibit the teaching of the reading skill in lower secondary and this was done through observing lessons, the administrators provided information about how teachers are empowered to be able to effectively teach the reading skill using appropriate methodologies. Basing on the findings it was established that teachers use text materials to teach the reading skill and they also had knowledge about teaching the reading skill. Teachers used groups when teaching the reading skill and all learners were fully engaged. The study also found out that the teachers were challenged with big numbers and this led inadequate materials because it meant creating big groups thus leading to failure to cater for individual differences and poor class control and management. The researcher also found out that school administrators are playing a great role of training the teachers by financing the organisation of workshops to empower teachers with the knowledge of the project based pedagogical approaches. The researcher recommends that training of teachers on the use of technology while teaching the reading skill be made an important issue because it can promote learner’s autonomy, and inquiry-based learning which in the long run promotes learners’ self-reliance in the reading skill. The Ministry of Education and Sports should also support schools in organising D.E.A.R days in lower secondary. “Drop Everything and Read” this can help in developing the reading skill.