International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Assessing the Effectiveness of Teaching Methods Used to Teach Indigenous Languages Reading to Grade One Learners in Bulawayo Central District in Zimbabwe

Author(s) PATIENCE CHIKUNI
Country Zimbabwe
Abstract This study assessed effectiveness of teaching methods for teaching indigenous languages reading to grade one learners, phonic method, syllabic approach and whole word method. The syllabic approach was found to be the most effective method to teach indigenous languages reading to grade one learners. The study reveals that methods used to teach indigenous language reading to grade one learners in Bulawayo central district are ineffective, and are leading to failure. To solve the problem, the researcher designed a teaching model, and termed it, Triple S model, that combines a syllabic approach, spellings, and sentences to teach indigenous languages reading. The study reveals the effectiveness of Triple S (SSS), showing that learners taught using this method mastered indigenous language reading skills faster. The study recommends Triple S model to be the suitable method for teaching indigenous languages to grade one learners. The research also urges the training of specialist teachers in areas where there are shortages of teachers who can speak indigenous language of the province. By implementing these recommendations, the study aims to improve the teaching of indigenous languages to grade one learners. The findings and recommendations provide important information to all stake- holders.Qualitative research method was used, data was generated through interviews, document analysis and lesson observations.
Field Sociology > Education
Published In Volume 6, Issue 6, November-December 2024
Published On 2024-11-05
Cite This Assessing the Effectiveness of Teaching Methods Used to Teach Indigenous Languages Reading to Grade One Learners in Bulawayo Central District in Zimbabwe - PATIENCE CHIKUNI - IJFMR Volume 6, Issue 6, November-December 2024.
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E-ISSN 2582-2160
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