Date of Award

1994

Degree Type

Thesis

Degree Name

Bachelor of Education Honours

Faculty

Faculty of Education

First Advisor

Dr Ross Latham

Second Advisor

Tony Pullella

Abstract

This study examined the literacy achievement of first year Bachelor of Arts (Primary Education) students at the Mount Lawley Campus of the Edith Cowan University. It had been suggested that these students possessed inadequate levels of literacy to function as competent teachers. Students are assumed to have adequate literacy ability for the Bachelor of Arts course, and thus the teaching profession, when they receive a pass mark in their T.E.E. English or English Literature examination. This study examined the correlation between the T.E.E. English score and the scores the students received on three other instruments measuring aspects of literacy. The assessment scores firstly provided an indication of the literacy ability of each individual student, specifically indicating areas of higher or lower achievement. The correlation coefficients indicated the degree to which the T.E.E. English scores related to scores from other measures of literacy. In summary, this study investigated the claims that the students studying for a Bachelor of Arts (Primary Education) do not possess adequate levels of literacy essential for their chosen profession. Upon analysis of the results, it was concluded that the T.E.E. English Examination could predict, to some degree, the literacy ability of students. However, the results indicate that the T.E.E. English Examination is not a strong enough predictor to assess a student's literacy ability. In conclusion, the T.E.E. English Examination is not a good predictor of literacy ability. It may be necessary for tertiary institutions to consider other instruments to measure the literacy ability of students. From the study it is also suggested that tertiary institutions conduct literacy skills development courses to upgrade the literacy skills of students. This will ensure that students graduating as teachers will have adequate literacy skills to provide their pupils with quality education in literacy.

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