Authors: Morgan Mumba and Sitwe B. Mkandawire
Source: Mumba, M. and Mkandawire, S. B. (2020). “Reading Achievements of Pupils with Pre-School Background and Those without at One Primary School in Lusaka District of Zambia.” Malcolm Moffat Multidisciplinary Journal of Research and Education, 1(1): 53–80.
In Zambia, some pupils participate in early childhood education, whereas others do not. This comparative study sought to highlight the importance of early childhood education when it came to learning literacy skills in primary education. In general, early childhood education and pre-school have been seen to give children some important social and academic skills. In Zambia, pre-school is not compulsory, and therefore the purpose of the study was to examine if there were any differences in performance between pupils who attended pre-school education in comparison to those who did not as far as the technical reading of letters, syllables, and simple words was concerned. Other possible factors affecting reading achievement in Zambia were also discussed. The researchers hoped to produce information based on empirical evidence that could be useful for those who decide the country’s educational policies. At the moment, only a small fraction of Zambian children attended pre-school.
Quantitative data from the test were analysed using the Statistical Package for Social
Sciences (SPSS), whereas the findings from the interviews were analysed thematically by grouping related data together into themes