Utilization of Instructional Resources in Teaching Grade Three Reading Skills: A Comparative Study of Public and Private Schools in Eldoret City, Kenya.

Author

Kipruto Maxwell Bureti,Dr. Wanjala Justus,Dr. Margaret Kamara


Abstract

 This study examined the availability and utilization of instructional resources for teaching reading skills among Grade Three pupils in public and private schools in Eldoret City, Kenya. Guided by Vygotsky's Social Constructivist Theory and the Simple View of Reading, the research employed a comparative cross-sectional design. Data were collected from 192 teachers and 386 pupils through structured questionnaires, classroom observation schedules, and a Reading Proficiency Test. Results revealed significant disparities in resource provision and utilization between public and private schools: private schools demonstrated higher access to textbooks, supplementary readers, and digital resources, while public schools faced persistent shortages and inconsistent use of the materials that were available. Independent-samples t-tests and Pearson's chi-square analyses confirmed that these disparities were statistically significant (p < .001) and were associated with corresponding differences in pupils' reading proficiency scores. The findings underscore the decisive role of equitable resource distribution and effective pedagogical utilization in enhancing early-grade literacy outcomes. The study recommends strengthening county-level resource allocation, embedding resource-integration strategies within teacher professional development, and fostering structured parental involvement in home-based literacy support.



Keywords

Instructional Resources, Reading Skills, Grade Three, Public Schools, Private Schools, Literacy, Eldoret City, Kenya.



Full Text:

Download Paper PDF


References


  • Mosher, D., Burkhauser, M., & Kim, Y. (2024). Sustained literacy interventions in early primary education. Journal of Literacy Research, 56(2), 145–162.
  • Phala, T., & Hugo, J. (2023). Teacher practices and literacy outcomes in resource-constrained schools. African Journal of Education Studies, 41(3), 212–229.
  • Rice, M., Lambright, K., & Wijekumar, K. (2024). Structured comprehension strategies in early literacy. Reading Research Quarterly, 59(1), 33–52.
  • (2025). Global education monitoring report: Literacy and learning outcomes. UNESCO.
  • Usawa Agenda. (2024). Foundational literacy and numeracy assessment report. Usawa Agenda.
  • Zuilkowski, S., Piper, B., & Ong'ele, S. (2020). Resource disparities and literacy achievement in Kenyan schools. International Journal of Educational Development, 74, 102–118.

Share your valuable work from Social Media Buttons