Teachers’ perception of use of audio-visual materials for improving early grade reading

• In Event: Diverse Approaches to Teacher Training and Teacher Education: Experiences from the Field

Proposal

Bangladesh has struggled to establish an efficient, inclusive, and equitable primary education system for all children since its independence in 1971. While children in Bangladesh face several barriers to quality education, early grade reading achievement remains a key obstacle to their future academic success. The National Education Policy (2010) and Revised National Curriculum (2012) of Bangladesh set national benchmarks for early grade reading in the Bangla language, the primary language of instruction for all primary school subjects. Students are expected to demonstrate reading proficiency across five sub-skills – phonological awareness, letter knowledge, reading fluency, vocabulary, and reading with comprehension. Unfortunately, they have consistently underperformed against these benchmarks. The National Student Assessment (NSA) results in 2022 showed that 49% of students from grade 3 and 50% of students from grade 5 were not reading at grade level.

Teachers in Bangladesh are at a distinct disadvantage and operate within an education system that is largely under-resourced. Until recently, reading comprehension had not been systematically addressed in Bangla teaching and learning materials. Most teachers enter the classroom without pre-service training, and opportunities for in-service training are limited and do not focus exclusively on reading instruction. USAID has been addressing these challenges through the Esho Shikhi Activity, developing materials and providing face-to-face training to Grade 1 and 2 teachers through a cascade training and coaching model. However, training alone has been insufficient in improving their classroom instruction. Many teachers have cited the need for additional support to fully understand and master the pedagogical skills and concepts required for effective reading instruction.

In response, the USAID Esho Shikhi Activity has developed 13 demonstration videos and one audio recording on teaching early grade reading skills. The videos provide trainers and teachers with realistic classroom scenarios and model effective teaching practices.  As part of its strategy to increase the availability of online teaching and learning materials, the Directorate of Primary Education (DPE) has uploaded these videos on its website as a supplement to their existing training package. During a pilot period, Esho Shikhi will conduct a study that will focus on:

1. Teachers’ experience using the audiovisual materials, including changes in their knowledge, attitudes and classroom practices;   

2. Assessing the impact on teacher classroom effectiveness.  

A descriptive research design will be employed, and the qualitative data will be collected through interviews and classroom observations. The data will be thematically organized, categorized, and examined as a statement to understand the emerging patterns of responses and behaviors. The study's findings will inform existing training design of the DPE and further refinement of early grade literacy audio and video resources that positively impact teaching, learning, and, ultimately, learners' performance. Finally, the findings will inform the DPE and other practitioners on how teachers perceive these materials, how they access them and whether they have an impact on their performance and/or motivation.

The panel will present the context of the study, the study design and process, and the findings, which will imply the perception of the teachers and master trainers on using audiovisual materials in terms of teaching early-grade reading skills in the Bangladesh context. 

Authors

• Sharmin Shirazi, Winrock International

• Zillur Rahman Siddiki, Winrock International

• R. Drake Warrick, Winrock International