Teachers’ Perception on the Implementation of the Literacy, Numeracy and Screening (LINUS LBI 2.0) Programme among Lower Primary ESL Pupils

Abstract

The Literacy, Numeracy and screening (LINUS LBI) 2.0 programme, an educational intervention programme first implemented in 2013, aims to enhance the rate of literacy in English Language among Malaysian lower primary ESL learners. The effectiveness of this programme depends largely on the teachers, as they play a significant role in its implementation in the classroom. To a noteworthy extent, the teachers’ beliefs in and perception towards the programme will help realise the successful implementation of the programme. This study provides a preliminary analysis of the effectiveness of LINUS LBI 2.0 programme based on a case study of two schools. It examined teacher’s perceptions towards the implementation of the programme, in terms of its teaching contents, materials and support for the programme. Preliminary data were gathered from two English Language teachers who were engaged in the programme, through a semi-structured interview. The findings in this study suggest that the implementation of such an intervention programme seems to have a positive impact on pupils’ literacy performance and learning behaviour. The findings also revealed that there were obstacles faced by the teachers in the running of the programme at the schools. Suggestions for further improvement of the programme implementation are included in the paper.