{"id":8490,"date":"2024-07-16T06:45:07","date_gmt":"2024-07-16T05:45:07","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=8490"},"modified":"2024-07-16T06:48:02","modified_gmt":"2024-07-16T05:48:02","slug":"effects-of-jolly-phonics-strategy-on-pupils-reading-achievement-and-attitudes-in-lagos-state-lower-basic-schools","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/edu-mania\/edumania-vol-2-issue-3\/effects-of-jolly-phonics-strategy-on-pupils-reading-achievement-and-attitudes-in-lagos-state-lower-basic-schools\/","title":{"rendered":"Effects Of Jolly Phonics Strategy on Pupils\u2019 Reading Achievement and Attitudes in Lagos State Lower Basic Schools"},"content":{"rendered":"\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Effects Of Jolly Phonics Strategy on Pupils\u2019 Reading Achievement and Attitudes in Lagos State Lower Basic Schools\n<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Okoroafor, Scholastica Ngozi<\/span>1<\/span><\/span>,<\/span> Komolafe, Adefunke Titilayo<\/span>2<\/span><\/span> and Sopekan, Oludola Sarah<\/span>3<\/span><\/span><\/p>

1,2,3<\/span><\/span>Department of Social Sciences, Faculty of Education, University of Lagos, Akoka, Lagos State<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Abstract<\/span><\/p>

This study investigated the effectiveness of implementing the Jolly Phonics strategy on pupils\u2019 reading achievement and attitude within the context of lower basic schools in Lagos State, Nigeria. \u00a0 Two research questions and two hypotheses guided the study. The study adopted the quasi-experimental pre-testing, post-test, control group experimental design. The population of the study consisted of all basic 1 pupil in public lower basic schools in Lagos State. While the sample size was Three hundred and twenty-four (324) pupils of Lower Basic 1 and Nine (9) teachers who were randomly and purposively selected using Simple Random sampling technique. The sample size was drawn from three schools from three Local Government Education Authority Areas (LGEAs) in Lagos State public lower basic schools. Two research questions were used and three instruments used for eliciting responses were Achievement Test in Reading (ATR), Pupils\u2019 Attitude to Reading Questionnaire (PARQ) and Pupils\u2019 Verbal Ability Test (PVAT). The instruments were validated by experts in early childhood and measurement and evaluation. The test re-test method was adopted for instrument reliability at 0.75. The data collected were analyzed using descriptive statistics (Mean and Standard deviation) Variance and Analysis Covariance (ANCOVA) Findings revealed that Jolly Phonics had significant effect on the academic achievement in reading of basic 1 pupil in lower basic schools and their attitude. Pupils taught with Jolly Phonics strategy performed better in reading achievement and had positive attitude than those taught with conventional method.\u00a0 It was recommended that Jolly phonics instructional strategies should be incorporated into basic school reading curriculum. This will help them develop reading skills easily. Individual differences in pupils\u2019 reading ability should be identified and addressed through variation of reading strategies as was provided for in the experimental groups with jolly phonics strategy. Government, school managers and administrators should provide adequate instructional materials that will motivate pupils to easily adapt to jolly instructional strategy.<\/span><\/p>

\u00a0<\/span><\/p>

Keywords<\/span>: Academic Achievement, Attitude, Jolly Phonics, Reading, Strategy<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/p>

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/p>

Impact Statement<\/span><\/p>

This study would improve learners\u2019 reading achievement that would affect all aspects of their education in all subjects. The study would also contribute to improving the general reading ability of basic school pupils as those participating could further share their knowledge with others within and outside their schools. This study helps teachers of English studies at the basic school level with skills for effective and learner centered ways of teaching Reading. The study would provide useful information to the teachers on how to develop reading ability of basic school pupils beyond the study. Similarly, the study would expose English textbook writers to the content and procedure of these strategies which they can incorporate into textbooks in line with the teaching strategies in order to improve the quality of the materials. Finally, researchers would also benefit from this study as its findings will be used for literature review.\u00a0<\/span><\/p>

\u00a0<\/b><\/p>

About Author\/s<\/span><\/p>

Scholastica Ngozi Okoroafor, a dedicated educationist, has degree in BA.ED. English from University of Nigeria, Nsukka, Masters in Public Administration from University of Lagos, Akoka, Bachelor of Law (LLB) from University of Nigeria, Enugu Campus, Masters in Early Childhood Education from University of Lagos, Akoka and currently a PHD student in University of Lagos, Akoka, has worked with Universal Basic Education Board in Lagos State.\u00a0<\/span><\/p>

Dr Olufunmilayo Titilayo Komolafe, a lecturer in the Social Sciences Education Department, Faculty of Education at University of Lagos, Akoka.\u00a0<\/span><\/p>

Dr Oludola Sarah Sopekan, a lecturer in the department of Social Sciences Education, Faculty of Education at University of Lagos, Akoka.\u00a0<\/span><\/p>

\u00a0<\/b><\/p>

References<\/span><\/p>

\u00a0<\/p>

  1. Adamma, O. N., Ekwutosim, O. P., & Unamba, E. C. (2018). Influence of extrinsic and intrinsic motivation on pupil academic performance in mathematics. <\/span>SJME<\/span>, <\/span>2<\/span>(2), 52\u201359. <\/span>https:\/\/doi.org\/10.35706\/sjme.v2i2.1322<\/span><\/a><\/p><\/li>

  2. Akpojotor, R. U. (2019). <\/span>Effect of synthetic phonics on pupils\u2019 interest and achievement in reading among pupils in Oshimili South Local Government Area, Delta State<\/span> [Unpublished PhD thesis]. University of Nigeria.<\/span><\/p><\/li>

  3. Babajide, V. F. T., Adeyemo, S. A., & Ediale, O. M. (2016). Students\u2019 attitude and interest as correlates of achievement in physics. Multidisciplinary Journal of Science, Technology and Vocational Education. Metropolis Secondary School, <\/span>6<\/span>(1), 12\u201319p.<\/span><\/p><\/li>

  4. Delican, B. (2018). Okuna yazma Hazirbulunusluk Olceginin Gelistirilmesi. <\/span>Doktora Tezi. Gazi Universitesi<\/span>.Ankar.<\/span><\/p><\/li>

  5. Desta, M. (2020). <\/span>An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in its Implementation. IJELTAL (Indonesian journal of English language teaching and applied linguistics)<\/span>.<\/span><\/p><\/li>

  6. Dunn, O. (2022). <\/span>How young children learn the language<\/span>. (online British council)<\/span><\/p><\/li>

  7. Hardy, A. (2017). Impact of synthetic phonics on teaching learners with English as an additional language to read. <\/span>British research Education Council<\/span>. Masters\u2019 dissertation award; Canterbury Christ Church university college. http:\/\/www.academia.EAL<\/span><\/p><\/li>

  8. Ozfidan, B., & Burlbaw, L. M. (2019). A literature-based approach on age factors in second language acquisition: Children, adolescents, and adults. <\/span>International Education Studies<\/span>, <\/span>12<\/span>(10), 27\u201336. <\/span>https:\/\/doi.org\/10.5539\/ies.v12n10p27<\/span><\/a><\/p><\/li>

  9. Sanchez, X. A. C., & Gavilanez, L. F. P. (2017). Learners\u2019 attitudes toward extensive reading in EFL (English as a Foreign Language) contexts. <\/span>Revista Publicando<\/span>, <\/span>4<\/span>(12), 259\u2013268.<\/span><\/p><\/li>

  10. Trykacz, K. (2019). <\/span>Investigating Swedish EFL teachers\u2019 attitudes towards extensive reading practices in Upper secondary education<\/span> [Research paper]. Stockholm University.<\/span><\/p><\/li>

  11. Kumar, S. (2019). CASE STUDY ON UNTRAINED TEACHERS IN SCHOOLS (ELEMENTARY SCHOOLS) IN JIND AND HISAR DISTRICTS OF HARYANA. <\/span>International Journal of Engineering Research and Modern Education<\/span>, <\/span>4<\/span> (1), 7-9. <\/span>DOI:\u00a0<\/span>10.5281\/zenodo.2656138<\/span><\/a><\/p><\/li>

  12. Asubiojo, R. O. (2023). Effects of Computer Assisted instruction (CAI) on secondary school students\u2019 achievement in basic science and Technology Ekiti State. <\/span>Shodh Sari<\/span>, <\/span>02<\/span>(02), 88\u201398. https:\/\/doi.org\/10.59231\/sari7576<\/span><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

    \n\t\t\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    \n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    Effects Of Jolly Phonics Strategy on Pupils\u2019 Reading Achievement and Attitudes in Lagos State Lower Basic Schools Okoroafor, Scholastica Ngozi1, Komolafe, Adefunke Titilayo2 and Sopekan, Oludola Sarah3 1,2,3Department of Social Sciences, Faculty of Education, University of Lagos, Akoka, Lagos State Abstract This study investigated the effectiveness of implementing the Jolly Phonics strategy on pupils\u2019 reading […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":8336,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-8490","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/8490","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=8490"}],"version-history":[{"count":4,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/8490\/revisions"}],"predecessor-version":[{"id":8494,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/8490\/revisions\/8494"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/8336"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=8490"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}