| dc.description.abstract | Statistics show that Kenya’s literacy level stands at 61.5%, slightly below that of the East African Countries which 62% on average. This is far much below the global rating, at 86.3%. Available data on education and literacy levels in Tana River County demonstrate that the region has one of the poorest literacy outcomes hence posing a gloomy picture for young learners. Marred by absenteeism and poor learning environment among other factors, the county keeps on experiencing dismal performances in KCPE exams where for instance majority of the KCPE candidates who sat the their exams in 2016 scored less than 200 marks. This study intended to examine the influence of Early Grade Reading Assessment (EGRA) in Tusome program on literacy levels among early learners in Tana Delta sub-county in Tana River County. Specific objectives of the study included: to examine how Tusome teacher training and development, the extent to which provision of instructional materials in Tusome program, and the extent to which provision of instructional support in Tusome program influence literacy levels among early learners in Tana Delta sub-county. A case study research design was used in the study. The study triangulated data, using both quantitative and qualitative information. For quantitative data, the participants were sampled using stratified random sampling technique while purposive sampling techniques was used for qualitative data. The participants were grouped into three categories namely: Primary Schools Heads, County technical team and lower primary teachers. For quantitative information, structured questionnaires were used to collect data through one-on-one and self-administered interviewing processes. The study used Interview schedules for collection of qualitative data. Data analysis was done using descriptive analysis techniques aided by SPSS (v22) software and Excel worksheets. Thematic analysis was used in qualitative data. Statistics were presented by use of frequency tables and graphs. Out of the sampled 159 participants, 130 of them completed interviews, making a response rate of 82%. Of the 130 respondents, 66 (51%) were men while 64 (49%) were women. Regarding age, majority (38%; n=50) of the respondents were aged 46-55 years. This category was followed by those aged 56 & above years (23%; n=30), 26-35 years (17%; n=22), 36-45 years (12%; n=16), and 18-25 years (9%; n=12) in a descending order. These results show that a greater majority of the respondents were above 35 years in age, which cumulatively accounted for 73% of the respondents. Concerning education, the statistics indicated that majority (84%; n=109) of the respondents had a post-high school (tertiary) qualification, with 8% (n=10) having university qualification. Cumulatively 92% of the program implementers had a professional prerequisite for their respective jobs. Based on the study findings, it was concluded that: first, the EGRA initiative enhanced teacher aptitude thereby improving their ability to deliver in class. Secondly, provision of instructional materials was also very critical in enhancing literacy levels among early learners. Thirdly, instructional support to teachers and CSOs was instrumental in achieving the objectives of the program. The overall conclusion was that training and development of teachers, provision of instructional materials and provision of instructional support enhanced literacy learning among the pupils and increased enrollment in early schooling. This study recommends that the government should employ more teachers and adequately train them to handle early literacy learners; enough learning and instructional materials for pupils and teachers respectively such as exercise and textbooks should be adequately supplied. There should also be conducted more refresher trainings and other instructional support initiatives to teachers so that they can be able to deliver better in class. | en_US |
