Home-based Factors Associated with Competencies in Literacy Among Learners in Primary Three and Four in Uganda

Abstract

This study investigates the home-based factors associated with children’s competencies in literacy among primary three and four children in Uganda. It identifies and analyses the various factors within the home environment that may enhance the development of literacy skills in children. This study utilized the Uwezo secondary data of August 2021 on basic literacy assessment conducted on children aged 4-16 across 29 districts. The literacy assessment centered on pre-literacy and literacy skills in English language focusing on their ability to identify letters/sounds, read short words, read sentences, read a story and comprehension. This study also identifies key home-based factors such as parental involvement, socio-economic status, parent level of education and access to educational resources that may impact children's performance in literacy. Findings reveal that the education level of the household head, source of lighting, possession of radio and television are highly significant with p-value < 0.05 in fostering literacy competencies among children. The findings of this study could inform the development of targeted literacy interventions within the home-based environment as well as policies to enhance children's learning outcomes in Uganda.

Keywords: Home-based factors, children’s competencies, literacy, learning assessment

DOI: 10.7176/JEP/15-5-08

Publication date: April 30^th 2024