Influence of Whole-word Method of Teaching on the Reading-to-understand Process in Transitional Primary Class in Nankoma Sub County, Bugiri District

Aisha Mbeya, Yazidi Katureebe, Musa Kasiita
Head of department of Curriculum and instruction
Islamic University, Uganda
Orcid: https://orcid.org/0000-0001-8124-1487
Email: aishambeya18@gmail.com/ ambeya@iuiu.ac.ug

Abstract: The goal of the study was to determine the influence of whole-word method of teaching on the reading-to-understand process in transitional primary class in Nankoma Sub County, Bugiri District. The study involved the use of a mixed-method design, i.e., qualitative and quantitative approaches to data collection and analysis. Results were obtained from a sample of 62 respondents selected using stratified, simple random, and purposeful sampling techniques. Close-ended questionnaires were distributed to respondents. Results indicate a positive, statistically significant relationship between whole-word instruction and the reading to understand process in transitional classes in Nankoma Sub County, Bugiri District (r = 0.219**; p = 0.000). The main recommendations are that textbooks (which are now accessible in most libraries) must be utilized if the reading to understand process is to be administered in a manner that complies with teacher standards. The teaching methodology does not include contemporary issues. In crowded classrooms, teachers may need to employ extra tools, such as projectors, to help pupils with their writing and reading. The utilization of additional resources in the classroom enhances learning outcomes by raising the percentage of completed written language arts assignments, independent of correctness.