Teacher's Perspectives about the Impact of Literacy and Numeracy Drive on the Writing Skills of EFL Beginners: A Study of Public Primary Schools Multan

Abstract

The study aimed to assess teachers' perspectives on the impact of the Literacy and Numeracy Drive (LND) on the writing skills of beginner EFL (English as a Foreign Language) learners. The significance of this research lies in the initiative of the testing program, which has enhanced the quality of primary school education. The preliminary qualitative evaluations indicate that many districts are making satisfactory success with the Literacy and Numeracy Drive (LND) program; however, no quantitative investigation has been conducted to assess the procedure. In the Multan district, the entire population of Public Primary School teachers is responsible for instructing Grade III students in LND courses, including Urdu, English, and Mathematics. For this purpose, simple random sampling techniques were conducted with the participants. Four Tehsils in the Multan district were utilized to select a sample of 250 teachers, practicing LND drive in Grade III. A survey was developed, employing a five-point Likert-type scale, in which including questionnaire's validity was ensured by through consulting experts, who provided valuable suggestions for improvement. Additionally, the questionnaire's reliability was assessed using SPSS software, resulting in a reliability coefficient of 0.83, which exceeded the threshold of 0.7, thus establishing internal consistency. Data were collected from the survey respondents, and descriptive statistics were employed for data analysis. The findings revealed that the LND program has significantly enhanced students' proficiency levels and their performance in literacy and numeracy at the school level. Since the implementation of the LND program, there has been a noticeable improvement in student performance.