Analysis of the Above Responses

Analysis of the Above Responses

He said they failed to comply with this. The teacher also said that, he caution parents to supply their wards with reading materials but they paid no heard to it.

The researcher agreed with the teacher in this case but will add that if the teacher could also teach according to the approaches and parents also do their parts, the problem will be avoided.

The last question sought to know how the teacher intended solving the problem. He said he wanted to start the afternoon classes with them and assured me that reading will be his topmost priority. He said he will also continue to assign them with passages that they will learn in the house.

The researcher felt that if parents are educated on the need to supervise their wards in the house to learn, will help solve this problem. The education must also be established to the need to procure reading materials for their wards.

The researcher realized that the teacher’s way of teaching reading as well as the parent’s ignorance about education is affecting the pupil’s performances in reading.

Analysis of the Above Responses

From the above findings, the researcher wishes to state that pupil’s inability to read or pronounce words correctly in class could be blamed on the teacher’s poor presentation. The absence of the TLMs made the lesson very boring to the pupils. For that matter, they often dodged the reading class.

The use of cane also deterred the pupils. It created a lot of anxiety within the pupils to the extent that the pupils no longer enjoy reading lessons.

This also revealed that, the atmosphere created in the classroom is nothing to write home about. All these make the pupils uncomfortable and as such, every reading lesson ends up unsuccessful.

For the objectives of the lesson to be accomplished, first of all, the classroom atmosphere needed to be conducted. This will encourage every child to participate effectively. The teacher must also use TLMs all the time to make learning easy for pupils and more appealing to them.

The parents will not be left out as far as pupils’ problems in reading are concerned.

They could have made the teachers work easy by buying reading materials for their wards to learn after school. But the results above indicated that, most parents careless about their wards education and supervise their wards to learn after school. They did not even care whether their wards learn or not.

The result also showed that, parents engaged their wards in farming and selling to the extent that they got no time to learn.

This even made the pupils extremely tired to the point that they no longer enjoy their teacher’s lesson and by so doing the lesson becomes so boring to them. To erase these problems parents need to change their attitudes for the better.

Last but not least, pupils are also to be blamed for their own problem. They did not take assignments seriously; they should have taken the assignment very serious so that a little learning would have been done in the house.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

During the researcher’s teaching practice at Apeyime R.C Primary, she identified the pupil’s inability to pronounce words correctly in class six. As such, she made use of various research instruments such as observation, interview, questionnaire and test to grasp information from the respondents in order to find a lasting solution to the problem.

Research questions were designed and tests were also conducted in order to be fully abreast with the problem at hand.

After the research instruments administration, the researcher planned interventional activities to address the problem. She prepared a detailed lesson note and taught a lesson on reading aloud.

In the researcher’s demonstrated lesson, she resorted to the use of concrete materials which were lacking in the teacher’s lesson deliveries.

The researcher also realized that, the pupils’ inability to read could be that of their parent’s faults. As such, she carried out an interview. The result of the interview gave her a clue that really, parents might one way or the other is a contributory factor.

From this information, the researcher extended her interventional activities to parent’s doors. She went to their houses and educated them on the need to supervise their wards movement both in schools and after schools. She also briefed them on the need to supply their wards with learning materials.

Conclusion

After the researcher’s research instruments administration, she got the clues as to what might be the cause of the pupil’s inability to pronounce words. From here, the researcher carried out massive interventional activities in order to find a lasting solution to the problem.

The researcher realized that the class six teacher’s approach to the reading aloud lesson was not encouragable. He did not use TLMs more often and could not treat the pronunciation of the new words affectively and the same time classroom atmosphere was not friendly enough to allow pupils participation.

For that matter, the researcher carried out a demonstrated lesson in which she made use of the necessary concrete materials and treated the pronunciation of the new words affectively.

The researcher realized that after her lesson, the objectives were achieved. The pupils were able to pronounce new words and read passage too accurately.

As the saying goes “charity begins at home”, the researcher further extended her interventional activities to the parents. She found out that parents took no interest in their wards education. As such, she educated them from house to house and low and behold, a massive change occurred.

The pupil’s interest increased in the reading activities. All of them began to read and pronounce word correctly.

The writer can emphatically say that, the pupils’ inability to pronounce words correctly was from the teacher’s inability to follow reading lessons according. And parent’s low interest in their wards education was also a contributory factor.

The writer worked very hard to trace the causes and the effects of reading difficulties among Apeyime R.C Primary Six (6).


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