Investigating factors that hinder reading comprehension in English second language of grade 4 learners: A case of selected primary schools in the Kavango west region, Namibia
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Date
2025
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Publisher
University of Namibia
Abstract
The main aim of this research was to investigate the multifaceted factors that impede
reading comprehension in English Second Language of Grade Four learners using a
case of selected primary schools in the Kavango West region, in Namibia. Strong
reading comprehension skills are fundamental to understanding and mastering
academic content across all subjects, however, many English teachers at the Lower
Primary Phase face challenges in teaching reading comprehension fluently. This study
adopts a qualitative research method to investigate the interplay of socio-economic,
instructional and individual variables. The researcher used non-probability sampling,
that is, convenience and judgmental sampling. The total sample size was ten Grade 4
English Language teachers. Through extensive literature review, classroom
observations and structured interviews, the research identifies key findings such as
limited access to reading resources, ineffective teaching methodologies and diverse
learner backgrounds. Some of the challenges that teachers faced when teaching reading
comprehension were ascribed to a lack of reading materials in English accessible to all
learners. Additionally, a lack of self-efficacy was also noted as teachers felt frustrated
in implementing reading strategies because of heavy workloads and parents’ limited
involvement with their children’s schoolwork. The findings of this research offer
valuable insights into the nuanced barriers faced by Grade 4 learners, enabling
educators, policymakers and stakeholders to implement targeted interventions. Some
of the interventions recommended in this research include more varied teaching
approaches to be applied when teaching. The research further recommends that
teachers need to be patient when teaching learners how to read comprehension so that
they attend to all the learners’ needs, whether highfliers or slow learners. The
government should build more schools and classrooms to prevent the overcrowding of
classrooms
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Curriculum and Assessment Studies)
Keywords
Reading comprehension, English second language, Factors, Grade 4 learners, Namibia, University of Namibia