TO EXAMINE THE INFLUENCE OF TUSOME LITERACY MATERIALS ON READING SKILLS AMONG GRADE TWO PUPILS IN MASII ZONE, MACHAKOS COUNTY., KENYA

The purpose of this study was to examine the influence of Tusome literacy materials on reading skills among grade two pupils in Kenya. The intervention was put in place by the Kenyan Government to improve literacy outcomes from an early age. Tusome is a program run by the Ministry of Education (MOE), but funded by the USAID and UKAID with the aim of improving literacy in Kenya since May 2015. The study was based on Donald Holdaway’s theory of literacy learning (The Natural Learning Model of 1979. The target population consisted of 30 public primary schools out of which 9 were sampled. From each primary school, 2 teachers were sampled making a total of 18 teachers. From each school, 5 pupils were randomly sampled, making a total of 45 pupils. Therefore, total number of respondents was 63. The researcher developed and used three instruments to collect raw data, namely, structured questionnaires, tests and interview schedule. A pilot study was carried out in two schools, this helped to ascertain in the validity and reliability of the data collection instruments. Quantitative data derived from the demographic section and questionnaire was analyzed using descriptive statistics. Qualitative data generated from the interview schedule was presented and organized based on study objectives and presented in themes. The quantitative data was presented in form of tables, bar graphs and pie charts using Microsoft Excel 2010 Programme and deductions made. The study established that majority of teachers in masii zone applied Tusome methodology to teach. The study concluded that Tusome intervention programme affect reading performance among grade two pupils in Masii Zone, Machakos County. The research findings may be significant in identification of working interventions or shortcomings in the Tusome literacy program The study recommends teachers should be motivated to use Tusome Methodology to teach literacy in lower primary grades, also continuous training would benefit lower primary teachers in their pedagogical development skills. This study may eventually help the Ministry of Education to identify appropriate strategies, instructional materials and in-service teacher training program for effective literacy achievements among lower primary school teachers.