Factors Affecting the Acquisition of Reading Skills in Kiswahili in Primary Schools: The Case of Musoma Municipal and Misungwi District Councils

The focus of this study was to investigate the relationship between the teaching of reading, availability and accessibility of text books, supplementary books and the acquisition of reading skills in primary schools at standard I to IV. The study was undertaken in Misungwi district and Musoma municipality, in Mwanza and Mara regions respectively. It examined factors affected the acquiring of reading skills in Kiswahili. The study collected data from Kiswahili teachers, Kiswahili tutors, district and municipal education officers, and primary school head teachers through a questionnaire, observation, interviews, focus group discussions, and documentary reviews. The data were analyzed and interpreted descriptively as well as statistically. The study found that the majority of the Standard I to IV Kiswahili teachers in the public primary schools had an inadequate mastery and application of methods, strategies, and steps in teaching reading skills. Lastly, the study found an acute shortage of textbooks, and other reading materials in the public primary schools as well as shortage of supplementary books in both public and private primary schools. Public primary schools were found responsible for poor reading skills among the standard I to IV pupils. The study concluded that the main factors affecting public primary school pupils’ acquisition of reading skills include: Inadequate teaching caused by the failure of a majority of teachers in public primary schools to use the recommended: methods, Strategies, and steps of teaching reading skills, high shortage of textbooks and other reading materials, pupils attending standard I without pre primary school education. The study recommended: Ministry of Education and Vocational Training (MoEVT) should train pre primary school and standard I and II primary school Kiswahili teachers in teaching reading, pre primary school education should be compulsory, reading lessons should be elevated to an independent subject and examined by NECTA at the end of pre primary and primary school education, finally, textbooks and other reading materials should be bought and distributed to schools by a centralized organization and the local authority in collaboration