INSTRUCTIONAL AIDS AND STANDARD ONE READING PROFICIENCY IN PUBLIC PRIMARY SCHOOLS: EVIDENCE FROM KYELA DISTRICT, TANZANIA

Author

Peter Simon Soloma, Dr. Flora O. Kasumba, Dr. Salvatory Mhando


Abstract

 This study examined the impact of instructional aids on Standard One reading proficiency in public primary schools in Kyela District, Tanzania. Guided by Vygotsky's Sociocultural Theory, a mixed-methods approach with a cross-sectional design was employed. Data were collected from 95 respondents including 19 Standard One teachers, 68 Standard One pupils, six head teachers, and two District Education Officers through questionnaires, Early Grade Reading Assessment tests, classroom observation checklists, and semi-structured interviews. Descriptive statistics, Pearson correlation, and regression analysis were used to analyse quantitative data, while qualitative data were analysed thematically. Findings revealed that instructional aids were severely inadequate: only 68.4% of schools had alphabet charts, 36.8% had flashcards, and storybooks were absent in 68.4% of schools. Audio materials and digital aids were nearly completely unavailable. Reading proficiency among Standard One pupils was critically low, with an overall mean EGRA score of 19.3 out of 40 (48.3%). Only 58.8% of pupils met the expected level in letter recognition, dropping sharply to 47.1% in phonics, 32.4% in word reading, and 22.1% in sentence comprehension. Pearson correlation revealed a significant positive relationship between instructional aid use and reading proficiency (r = 0.67, p < 0.001), with the regression model explaining 44.9% of variance in reading outcomes. The study concludes that inadequate instructional aids are significantly associated with low reading proficiency and recommends systematic provision of reading materials, practical teacher training, and regular early grade reading assessment.



Keywords

Instructional aids, reading proficiency, Standard One pupils, early literacy, Kyela District.



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