BEYOND LANGUAGE: EFFECT OF TUSOME LITERACY INTERVENTION PROGRAMME ON LEARNER ACHIEVEMENT IN KIAMBU COUNTY, KENYA

Abstract

In many developing countries, subjects are taught and tested in children‘s second or third language. In Kenya, for example, all subjects except Kiswahili are taught and examined in English. Understanding how language skills transfer in language-complex environments such as Kenya‘s is relatively under-researched using empirical methods. This study used an explanatory mixed-methods design to examine the effects of the Tusome literacy intervention on learning achievement in English, Kiswahili, mathematics, science and social studies at grade 2. The study also investigated the perceptions of pupils, teachers, head teachers and Curriculum Support Officers on specific aspects of the intervention that could have influenced the effectiveness of the programme. The quantitative phase of the study collected data for 2015 and 2016 from approximately 6,300 pupils in 132 schools. In the qualitative phase, four focus group discussions were conducted with pupils in four schools. In addition, data were collected from four teachers, four head teachers and four Curriculum Support Officers using indepth interview guidelines. By comparing means in learning achievement in the five subjects across the two time periods, the study established that the literacy intervention was associated with improved learning achievement, with effect sizes of 0.5 standard deviations (SD) in English and Kiswahili reading and 0.4 SD in English and Kiswahili grammar. In addition, the literacy intervention was associated with improved learning achievement, with effect sizes of 0.3 SD in mathematics, 0.1 SD in science and 0.3 in social studies. Qualitative findings revealed that the provision of teaching and learning materials, management of the programme, and training and instructional support contributed in a major way to the effectiveness of the programme. The study recommends implementation of literacy intervention programmes in the second and third languages in countries where these languages are predominantly used in instruction and examination. The study also recommends the integration of intervention programmes with the education ministry‘s structures in order to foster sustainability. Similarly, the study recommends a comprehensive cost estimation before pilot projects are scaled up to national levels.