Whole-Class Automatic Promotion in the Primary School and Pupils' Literacy Achievement
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| Title: | Whole-Class Automatic Promotion in the Primary School and Pupils' Literacy Achievement |
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| Language: | English |
| Authors: | Achu Charles Tante (ORCID |
| Source: | International Online Journal of Primary Education. 2024 13(3):162-174. |
| Availability: | International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 |
| Descriptors: | Foreign Countries, Elementary School Students, Grade 4, Grade 5, Grade 6, Remedial Instruction, Literacy Education, Student Promotion, Social Promotion, Educational Resources, Writing Achievement, Reading Achievement, Program Effectiveness |
| Geographic Terms: | Cameroon |
| ISSN: | 1300-915X |
| Abstract: | The present study had two research questions to investigate whole-class promotion in primary school and pupils' achievement in literacy. The study adopted the cross-sectional survey research design. The target population was composed of all teachers and pupils in primary schools in Fako Division, in Cameroon, while the accessible population was made up of all Classes Four (Grade 4), Five and Six pupils, and 60 teachers, selected using purposive sampling techniques. The instruments for data collection were a structured questionnaire and an interview guide. The descriptive statistical tools used were frequency count, percentages, and multiple response sets while Spearman's rho test was used in testing the study's hypotheses. The findings of the study indicated that teachers' use of alternative resources has a significant effect on pupils' literacy achievement. Findings also indicated that remedial teaching has a significant effect on pupils' literacy achievement. Some recommendations included both trainees and qualified teachers to receive more training regarding alternative resources and remedial teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1444198 |
| Database: | ERIC |
| Abstract: | The present study had two research questions to investigate whole-class promotion in primary school and pupils' achievement in literacy. The study adopted the cross-sectional survey research design. The target population was composed of all teachers and pupils in primary schools in Fako Division, in Cameroon, while the accessible population was made up of all Classes Four (Grade 4), Five and Six pupils, and 60 teachers, selected using purposive sampling techniques. The instruments for data collection were a structured questionnaire and an interview guide. The descriptive statistical tools used were frequency count, percentages, and multiple response sets while Spearman's rho test was used in testing the study's hypotheses. The findings of the study indicated that teachers' use of alternative resources has a significant effect on pupils' literacy achievement. Findings also indicated that remedial teaching has a significant effect on pupils' literacy achievement. Some recommendations included both trainees and qualified teachers to receive more training regarding alternative resources and remedial teaching. |
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| ISSN: | 1300-915X |
