Abstract:
The study sought to evaluate the implementation of the National Literacy
Acceleration Programme (NALAP) and to assess progress made so far after the
implementation. This study again sought to assess how the teaching of language and
literacy from the Kindergarten to primary three was implemented as a follow-up to
the NALAP which is bi-literacy language programme and whether the methods,
strategies and materials of NALAP were effectively used. It was also to investigate
the extent to which NALAP helped to improve pupils’ literacy development and the
challenges the programme might have encountered in the teaching and learning of
language and literacy. The study focused on only lower primary teachers. The design
was cross-sessional research design. Four instruments; namely, Questionnaire,
interview guide, observation guide and document analysis were used for the data
collection. The target population for the study comprised 1852 lower primary teachers
of the Upper West Region with an accessible population of 656 and sample size of
100 teachers. Multiple sampling techniques such as quota sampling technique,
purposive and simple random sampling techniques were used. Quota sampling
technique was used to select 20 teachers from each district. Purposive sampling
technique was also used to select five districts lower primary teachers among eleven
districts. In addition, two teachers were also purposively selected from among the
overall sample from each district for the interview and observation respectively.
Simple random sampling technique was used to select four schools in each district
with five teachers from each school. Two schools too were selected in each district for
the document analysis. The results were analyzed using frequency tables and
percentages. The findings revealed that NALAP was implemented to some extent in
some schools but had a lot of challenges. The results again showed that there were
NALAP teaching and learning materials are available in the schools but were
insufficient (61%) and some schools had none at all. Recommendations were made
for the provision of teaching learning materials, training of teachers in bilingual biliteracy
methods of teaching to enable them teach language and literacy proficiently
and in-service programmes for serving teachers in the system. And finally,
suggestions were made for further studies.
Description:
A THESIS IN THE DEPARTMENT OF BASIC EDUCATION,
FACULTY OF EDUCATIONAL STUDIES, SUBMITTED TO THE
SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION,
WINNEBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR AWARD OF THE MASTER OF PHILOSOPHY IN BASIC
EDUCATION (ENGLISH) DEGREE
JUNE, 2017