Background Knowledge and Comprehension of Communally Constructed Texts: A Case Study of Runyankole Songs In Lower Classes Of Primary Schools In Bushenyi District

ABSTRACT The study on background knowledge and comprehension of communally constructed texts. A case study of Runyankole songs in lower classes of primary schools in Bushenyi district was conducted in three government primary schools. The study was guided by the following objectives;To determine the role of background knowledge in understanding of Runyankole songs, to document the different types of Runyankole songs sung by pupils in lower primary schools, to determine the pupils‘ level of participation in and comprehension of Runyankole songs, and to explore the possible ways of enhancing the pupils ‗understanding and use of Runyankole songs.The study focused on the fact that background knowledge on the content and genre related to songs is essential in order to comprehend the message behind the text. This study examined how kindergarten pupils reach school with knowledge but is not activated in their singing lessons as they just sing to pass time thus neglecting the didactic heritage behind songs. Schema theory, the ecological, anthropological and conceptual metaphor approaches were used to anchor this study. The population included primary two pupils and teachers of lower classes. The sample size was determined by Slovenes‘ formula and 132 respondents participated in the study including both teachers and pupils. The researcher used questionnaires for teachers and oral test for pupils to collect data. The researcher used both qualitative and quantitative research approaches and data was analysed using SPSS. The researcher found out that the singing lessons are not taken serious by both the teachers and learners since the songs are not examined and there are no good methods of teaching them. The students just sing and they don‘t understand what they sing. Through an experiment where learners were given a pre-test and after three weeks of teaching, given a post-test, the comparison, showed that pupils did better in the post test. This showed that there is a significant relationship between background knowledge and comprehension of communally constructed texts. The researcher recommended the government of Uganda through the ministry of education and sports and the national curriculum development Centre to fully implement the thematic curriculum by emphasising the singing lessons and provide the teachers with enough resources to carry out the teaching of songs. She recommends the teachers to always activate the learners‘ background knowledge for better comprehension of songs. This would aid in comprehension of all communally constructed texts basing on the structure, content and language as in the case of songs.

TABLE OF CONTENTS

DECLARATION...................................................................................................................... i

APPROVAL............................................................................................................................ ii

DEDICATION .......................................................................................................................iii

ACKNOWLEDGMENTS...................................................................................................... iv

LIST OF TABLES ............................................................................................................... viii

ABSTRACT............................................................................................................................ x

CHAPTER ONE.................................................................................................................... 1

INTRODUCTION................................................................................................................. 1

1.1. Background of the study................................................................................................... 2

1.1.1 Historical background .................................................................................................... 2

1.1.2 Theoretical background.................................................................................................. 4

1.1.3 Conceptual background.................................................................................................. 6

1.2 Statement of the problem .................................................................................................. 8

1.3 Purpose of the study. ......................................................................................................... 9

1.4 Objectives of the study. ..................................................................................................... 9

1.4.1 Specific Objectives......................................................................................................... 9

1.5 Research questions. ........................................................................................................... 9

1.6 Hypothesis......................................................................................................................... 9

1. 6.1.Test Implication of the Hypothesis ............................................................................. 10

1.7 Scope of the study. .......................................................................................................... 10

1.7.1. Geographical scope ..................................................................................................... 10

1.7.2 Content scope ............................................................................................................... 10

1.8 Significance of the study ................................................................................................. 11

CHAPTER TWO................................................................................................................. 13

LITERATURE REVIEW................................................................................................... 13

2.1 Theoretical Review.......................................................................................................... 13

2.0 Introduction ..................................................................................................................... 13

2.1.1 The ―ecological approach‖ .......................................................................................... 13

vi

2.1.2 The conceptual metaphor theory .................................................................................. 14

2.1.4 The Schema Theory...................................................................................................... 16

2.2 Conceptual Framework ................................................................................................... 18

2.3 Related Literature ............................................................................................................ 19

2.3.1 The role of background knowledge in understanding and use of Runyankole Songs . 19

2.3.2 Songs sung by pupils in lower primary schools. .......................................................... 22

2.3.4 Possible ways of helping pupils understand and use songs sung in lower classes of 

primary schools in Bushenyi District. ................................................................................... 30

2.4 Summary of the gap. ....................................................................................................... 32

CHAPTER THREE ............................................................................................................ 33

METHODOLOGY.............................................................................................................. 33

3.0 Introduction ..................................................................................................................... 33

3.1 Research Design. ............................................................................................................. 33

3.2 Target population ............................................................................................................ 33

3.3 Sample size...................................................................................................................... 34

3.4 Sampling techniques........................................................................................................ 35

3.5. Research instruments...................................................................................................... 35

3.5.1 Validity and Reliability of the instruments .................................................................. 36

3.6 Data collection................................................................................................................. 37

3.7 Data analysis.................................................................................................................... 38

3.8 Ethical considerations...................................................................................................... 38

3.9. Limitation of the study ................................................................................................... 38

CHAPTER FOUR ............................................................................................................... 40

DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS............... 40

4.0 Introduction ..................................................................................................................... 40

4.1 Socio-demographic data of respondents.......................................................................... 40

4.1.1 Socio-demographic data of teachers............................................................................. 40

4.1.2; Socio-demographic data of pupils............................................................................... 42

4.2 Role of background knowledge in understanding communally constructed texts.......... 43

vii

4.3 Runyankole songs sung by pupils in lower classes of primary schools.......................... 46

4.4 Pupils‘ level of understanding Runyankole songs .......................................................... 48

4.6 Interpretation and themes behind the songs used in testing pupils‘ understanding in this 

study. ..................................................................................................................................... 50

4.7. The results from testing Primary two pupils in lower classes of Bassajjabalaba, Nkanga 

and Kyanyakatura primary schools using the two songs shown in appendix C.................... 53

4.7.1 Results for the non-experimental group of pupils at Kyanyakatura, Nkanga and 

Bassajjabalaba primary schools............................................................................................. 53

4.7.2; Results for the experimental group at Kyanyakatura, Nkanga and Bassajjabalaba 

primary schools. .................................................................................................................... 59

4.7.3 The tables below show the comparisons between the controlled and non-controlled 

groups in the respective schools............................................................................................ 65

CHAPTER FIVE................................................................................................................. 70

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS........... 70

5.1.2. Songs sung by pupils in lower classes in primary schools of Bushenyi district. ........ 71

5.1.3 Pupils‘ level of participation and use of Runyankole songs. ..................................... 72

5.1.4 Possible ways of enhancing pupils‘ and teachers‘ understanding of Runyankole 

songs. ................................................................................................................................. 72

5.2 Conclusion....................................................................................................................... 73

5.2.1 Conclusions on Objective Number One....................................................................... 73

5.2.2 Conclusions on Objective Number Two ...................................................................... 73

5.2.3 Conclusions on Objective Number Three .................................................................... 73

5.3 Recommendations........................................................................................................... 75

5.4 Areas for further study .................................................................................................... 76

REFERENCES...................................................................................................................... 77

APPENDIX A ....................................................................................................................... 86

INFORMED CONSENT....................................................................................................... 86

APPENDIX B........................................................................................................................ 87

QUESTIONAIRES FOR TEACHERS ................................................................................. 87

PUPILS‘ ORAL TEST .......................................................................................................... 90