Influence of teaching strategies and home background on pupils’ reading and writing in Buwenge Sub-County primary schools, Jinja District-Uganda

Abstract

The study sought to find out the influence of teaching strategies and home background on reading and writing of pupils in Buwenge Sub-County primary schools, Jinja District-Uganda. The study used descriptive – correlation research design and utilized quiz test approaches and self-administered questionnaire and quiz as main instruments for data collection. Concerning the magnitude of teaching strategies, the findings indicated a high mean (total mean = 3.09; Standard Deviation = 0.72).  The findings furthermore indicated a high mean (total mean = 2.95; Standard Deviation = 0.79) for home background; lastly the results indicated that majority of pupil performed badly in the quiz test 49 (81.7%) while only 11 (18.3%) performed well a high mean (aggregate mean = 3.03; Standard Deviation = 0.71) for the level of pupils reading and writing. It was established that demonstration obtained a Beta value of 0.099 or 9 % with a p – value of 0.380 child centered indicator influenced pupils’ reading and writing with a Beta value 0.514 or 51.4 % with a p – value of 0.000; discussion also influence pupils’ reading and writing with a Beta value of 0.508 or 50.8% with a p – value of 0.000; and cooperative learning obtained a Beta value of 0.253 or 25.3 % with a p – value of 0.018. The findings indicated that home-based background has a significant positive relationship with pupils’ reading and writing since r = .743.