TABLE OF CONTENTS
DECLARATION
APPROVAL
DEDICATION iii
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF ACRONYMS AND ABBREVIATIONS viii
ABSTRACT
CHAPTER ONE
1.0 Introduction 1
1.1 Background of the Study
1.2 Statementof the problem 2
1.3 Purpose of the Study 2
1.4 Research Objectives 3
1.4.1 General Objective: 3
1.4.2 Specific Objectives~ 3
1.5 Research Questions 3
1.6 Scope of the study 4
1.6.1 Content Scope 4
1.6.2 Time scope 4
1.6.3 Geographical scope 4
1.7 Significance of the Study 4
CHAPTER TWO 6
LiTERATURE REVIEW 6
2.0 Introduction 6
2.1 Concepts, Opinions, Ideas for Authors/Experts 6
2.2 The Roles of Learning Resources and English Language Ability 6
V
2.3 Sufficient and Appropriate Resources .~
2.4 Theoretical Framework 9
2.4 Effective ways of improving Pupils’ English Language Ability 13
2.5 The Impact of Sufficient and Appropriate Resources on Academic Peiformance in
English 14
2.7 Solutions to Improve on the Assessment of English Language Learning and the
Resources 15
CHAPTER THREE 19
METHODOLOGY 19
3.0 Introduction 19
3.1 Research design 19
3.2 Population study 19
3.3 Sample frame work 19
3.3.1 Sampling techniques 20
3.3.2 Sampling procedure 20
3.4 Research instruments 20
3.2.2. Research interview 20
3.4.1. Questionnaires 21
3.4.2 Interviews 21
3.4.3 Observation 21
3.5 Sources of data collection 21
3.5.1 Primary data 22
3.5.2 Secondary data 22
3.6 Data processing 22
3.7 Data analysis 22
CHAPTER FOUR 23
PRESENTATION, INTERPRETATION AND DISCUSSIONS 23
4.0 Introduction 23
vi
4.1 Demographic characteristics of respondents 23
4.2 The Roles of Learning Resources and English Language Ability 25
4.3 Impacts of learning resources and academic performance in English 26
4.4 Solutions to Improve on the Assessment of English Language Learning and the
Resources 27
Solutions to Improve on the Assessment of English Language Learning and the
Resources 27
CHAPTER FIVE 30
SUMMARY, CONCLUSION AND RECOMMENDATIONS 30
5.0. Introduction 30
5.1 Summary of the findings 30
5.1.1 The role of learning resources on the academic performance 30
5.1.2 The impacts of learning resources on academic performance 31
5.1.3 Solutions and ways of improving the learning resources 31
5.1.4. Results from Cambridge Exams (ESOL) 31
5.2 Conclusions 32
5.5 Recommendations 32
5.5.1 To the administration 32
5.5.2 To the teachers 33
5.5.3 To the parents 33
5.5.4 To children 34
5.6 Area of future researchers 35
APPENDICES 36
APPENDIX Ii: ESTIMATED RESEARCH BUDGET 39
APPENDIX Ill: TIME FRAME
ABSTRACT The research study was carried out in Butebo sub county in Pallisa District. The research was basically based on a topic: “Learning resources and English ‘language ability of learners in selected primary schools in Butebo Sub County. The research was guided by a number of objectives which included the following; to find out effective ways of improving pupils’ English language ability, to establish the impact of learning resources on primary school learners’ performance in Butebo Sub county Pallisa district, to determine solutions to improve on the assessment of English learning and the resources used. The study was to determine the roles of learning resources and English language ability on learners’ performance as well as to identify appropriate and sufficient learning resources for teaching/learning English as a second language. In identifying the objectives, the research was limited on appropriate learning resources and English language ability in selected primary schools in Butebo sub county in Pallisa District and it covered English language ability; and sufficient learning resources. In finding the research intentions, Questionnaires were issued out to 200 respondents from which data was obtained on the roles of learning resources and English language ability. Interviews were held with primary school pupils, respondents plus the head teachers and class teachers of English on matters of the related topic. In the analysis of the findings, Teachers’ Questionnaires were collected and analyzed so as to obtain data on appropriate and sufficient learning resources available for the teaching of English. Students’ Questionnaires were not analyzed but were used to ascertain the sincerity of the teachers in filling the questionnaire. The methods used in scoring the items of the questionnaire were as follows:
