EFFECT OF PHONICS READING METHOD ON PUPILS’ ACHIEVEMENT IN WORD RECOGNITION IN AWKA SOUTH LOCAL GOVERNMENT AREA EDUCATION AUTHORITY

Abstract

The study investigated the effect of phonics reading method on pupils’ achievement in word recognition in Awka South Local Education Authority. The study was guided by two research questions and three research hypotheses. The study adopted a quasi-experimental x2 factorial research design. The population of the study comprised 4750 (2,350 female pupils and 2400 male pupils. 144 primary one pupils were randomly sampled using the multi-stage sampling procedure. The instrument used for data collection was structured questionnaire drafted by the researcher. It was titled Word Recognition Achievement Test (WRAT) Face and content validation of the instrument was established by three education experts. The reliability of the instrument was established using pilot study of twenty (20) primary one pupils in Awka South who were not part of the selected sample. Scores generated from the 20 pupils were applied to K – R 20 (Kuder Richardson) formula. The internal consistency co-efficient of 0.77 was obtained. Data collected were analyzed using mean while ANCOVA was used to test the hypotheses at 0.05 level of significance. Findings revealed that female primary one pupil improved in their word recognition than their male counterpart. It was also found among others that the mean word recognition scores of those taught reading using phonics significantly improved the word recognition of primary one pupil when phonics method was used in than when whole language was used. The study recommended among others that curriculum planners should introduce the use of more than one approach of teaching to primary school curriculum in order to bring in learning experiences that would see both the male and female child exposed to different learning activities to ensure a healthy competition among the male and the female pupils.