Use of test score and interview data in a comparative case study of the influence of donated English language books upon reading fluency and comprehension scores for Tanzanian secondary school students.

Abstract

Research has shown that there is an enormous shortage of text and library books across Africa. Accordingly, millions of donated text and library books have been shipped to Africa by a number of non-profit organizations over the past 20 years through funding provided by public and private organizations. While some research shows that localized textbooks increase student literacy rates, inconclusive data is available regarding the influence of donated English-language books upon student achievement. The purpose of this study was to examine the influence of donated English-language text and library books from the United States upon Tanzanian tenth grade student reading fluency and comprehension scores. This study investigated the influence of donated English-language text and library books upon student achievement in reading. Research questions were: (a) what is the influence of donated books upon student achievement in reading fluency and reading comprehension?; and (b) What does developing an understanding of teacher and administrator views of the nature and value of these donated books add to research knowledge and understanding concerning reading achievement? A mixed methods research model was used in a comparative case study in the Dodoma/Singida region of Central Tanzania, East Africa. Pre and posttest reading fluency and comprehension assessments were administered to 78 students at four secondary schools in February 2007 and again in February 2008. Qualitative data was secured through administration of a series of questions by the researcher to 18 teachers and administrators at these same four schools. The results showed students experienced increased English-language reading fluency and comprehension scores when provided with books. The teachers and administrators agreed that the donated text and library books had value through providing a greater world view to students as well as providing data not available due to a shortage of book stock. In addition, the interview data revealed that teachers and administrators believed donated English-language books did not cause cultural harm and served to improve student educational capacity.