Bridging the literacy gap: A cross-sectional study evaluating the impact of the Funda Nathi literacy project on primary school learners.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i12.1997

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

DOI:

https://doi.org/10.51168/sjhrafrica.v6i12.1997

Keywords:

Literacy development, primary school learners, community engagement, reading programs, educational intervention, disadvantaged communities, literacy gap, foundational learning, educational impact

Abstract

Background
Literacy is a foundational skill essential for academic success and socio-economic mobility. Yet many learners in underserved communities continue to struggle with basic reading and writing due to limited resources, inconsistent instructional support, and socio-economic constraints. Despite national literacy interventions, reading proficiency remains low in early grades. The FundaNathi Literacy Project was established to strengthen literacy development among Grade 2–7 learners through structured reading programs, interactive activities, and community engagement.

Methods
A cross-sectional quantitative research design was employed. Quantitative data were collected from 180 learners (intervention group = 120; comparison group = 60) using pre- and post-intervention literacy assessments measuring reading fluency (words per minute), comprehension scores, and writing accuracy. Qualitative data were obtained through classroom observations and semi-structured interviews with 12 educators, 20 learners, and 15 parents. Descriptive statistics summarised quantitative findings, while qualitative data were analysed thematically.

Results
Participants had a mean age of 10.4 years (SD = 1.8), with 55% female and 45% male. At baseline, average reading fluency among intervention learners was 42 wpm; post-intervention scores increased to 68 wpm (a 62% improvement). Comprehension scores rose from a mean of 38% to 64%, while writing accuracy improved by 41%. Compared with the non-participating group, intervention learners showed significantly greater gains across all literacy domains. Educators reported improved learner confidence and engagement. Parental involvement strengthened reading habits at home, although inconsistent support, limited materials, and funding constraints hindered project scalability.

Conclusion
The Funda Nathi Literacy Project significantly improves foundational literacy skills among learners in low-resource settings, especially when supported by educators and caregivers.

Recommendations
Strengthen school, community partnerships, secure sustainable funding, and integrate digital learning tools to enhance program reach and long-term impact.

Author Biography

Sibonelo Thanda Mbanjwa, Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

is a dedicated lecturer in the Department of Nature Conservation at Mangosuthu University of Technology (MUT), South Africa. He holds a Ph.D. in Environmental Science and specializes in biodiversity conservation, sustainable development, and environmental education. Dr. Mbanjwa is deeply committed to community engagement, student mentorship, and the integration of indigenous knowledge systems into conservation practices. His work bridges academia and practical application, empowering students and communities through innovative teaching, research, and outreach initiatives.

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