Evaluating the National Literacy Acceleration Programme on the Teaching of Language and Literacy in Lower Primary Schools of Upper West Region of Ghana

Blaise Dery Man, Titus Nuobepuor, Eugene Naah Kogri, David Angbataayele Kpogwiiri


This study sought to evaluate the National Literacy Acceleration Programme (NALAP) on the teaching of language and literacy from the Kindergarten to primary three (KG1-P3). The scope of the study covered only lower primary teachers. The design was cross-sectional research design. Three instruments; namely, questionnaire, interview guide, and document analysis were used for the data collection. The population for the study comprised 1852 lower primary teachers of the Upper West Region with an accessible population of 656 and sample size of 100 teachers. Multiple sampling techniques such as quota sampling technique, purposive and simple random sampling techniques were used. Quota sampling technique was used to select 20 teachers from each district. Purposive sampling technique was also used to select five districts lower primary teachers among eleven the districts. Two teachers were also purposively selected from among the overall sample from each district for the interview. Simple randomly sampling technique was used to select four schools in each district with five teachers from each school. Two schools in each district were involved in the document analysis. The results were analyzed using frequency tables and percentages. The findings revealed that NALAP was implemented to some extent and its methods and strategies including the materials were being used to some extent. Results again showed NALAP teaching and learning materials were available in the schools but were insufficient and some schools had none at all. Recommendations were made for the provision of teaching learning materials, training of teachers in bilingual bi-literacy methods of teaching to enable them teach language and literacy proficiently and in-service programmes for serving teachers in the system. And finally, suggestions were made for further studies.

Keywords: Assessment, bi-literacy, communication, implementation, Language, medium and policies

DOI: 10.7176/JLLL/55-07

Publication date: April 30th 2019

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ISSN 2422-8435

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