Addressing the Bottlenecks Encoutered by Teachers and Learners on Phonics Instruction to Early Graders in Tanzania

This study examined bottlenecks faced by teachers and learners on using phonics instruction in early classes in Tanzania. The study was undertaken in ۲۵ public primary schools of Mbeya city and Rungwe district involving ۸۵ Primary Early Grade Teachers (PEGTs) and. Random sampling technique was utilized to sample ۱۸۰ class one and two pupils two primary school quality assurers (PSQAs) obtained purposively. Mixed method approach was deemed relevant employing Questionnaire, interview and observation as data collection methods. Epi-data software version ۳.۱ and Statistical Package for Social Sciences (SPSS) version ۲۰ helped in analyzing quantitative data and qualitative data were analyzed thematically. The findings indicated that teachers encountered unconducive teaching environment including lack of teaching and learning resources, lack of inclusive skills, unrealistic teacher-pupils’ ratio with congested classrooms. The study recommends for intensive training on ۳Rs and accommodation of pupils with disabilities to all EGTs. A study on teachers' challenges in teaching other literacy skills such as writing and Numeracy is desirable.

کلیدواژه ها:

reading skills ، Teaching ، Lower Primary ، Challenges