Abstract

This study investigated the effectiveness of implementing the Jolly Phonics strategy on pupils’ reading achievement and attitude within the context of lower basic schools in Lagos State, Nigeria.   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’ Attitude to Reading Questionnaire (PARQ) and Pupils’ 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.  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’ 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.

Keywords: Academic Achievement, Attitude, Jolly Phonics, Reading, Strategy     

Impact Statement

This study would improve learners’ 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. 

About Author/s

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. 

Dr Olufunmilayo Titilayo Komolafe, a lecturer in the Social Sciences Education Department, Faculty of Education at University of Lagos, Akoka. 

Dr Oludola Sarah Sopekan, a lecturer in the department of Social Sciences Education, Faculty of Education at University of Lagos, Akoka. 

Cite this Article

APA (7th ed.): Okoroafor, S. N., Komolafe, A. T., & Sopekan, O. S. (2024). Effects Of Jolly Phonics Strategy on Pupils’ Reading Achievement and Attitudes in Lagos State Lower Basic Schools. Edumania-An International Multidisciplinary Journal, 2(3), 159–167. https://doi.org/10.59231/edumania/9064

Chicago (17th ed.): Okoroafor, Scholastica Ngozi, Adefunke Titilayo Komolafe, and Oludola Sarah Sopekan. “Effects Of Jolly Phonics Strategy on Pupils’ Reading Achievement and Attitudes in Lagos State Lower Basic Schools.” Edumania-An International Multidisciplinary Journal 2, no. 3 (2024): 159–167. https://doi.org/10.59231/edumania/9064.

MLA (9th ed.): Okoroafor, Scholastica Ngozi, et al. “Effects Of Jolly Phonics Strategy on Pupils’ Reading Achievement and Attitudes in Lagos State Lower Basic Schools.” Edumania-An International Multidisciplinary Journal, vol. 2, no. 3, 2024, pp. 159–167. https://doi.org/10.59231/edumania/9064.

Statements & Declarations

Peer Review: The academic rigor and contribution of this research on Jolly Phonics strategy in early literacy have been validated through a rigorous and independent peer-review process conducted by experts in the discipline.

Review Type: This manuscript was reviewed under a double-blind peer review model. This process, administered by the editorial team, ensured that the identities of the authors (Scholastica Ngozi Okoroafor, Adefunke Titilayo Komolafe, and Oludola Sarah Sopekan) and the reviewers were kept confidential from one another. The review was conducted by subject experts in early childhood education, literacy development, and primary education pedagogy.

Competing Interests: The authors, Scholastica Ngozi Okoroafor, Adefunke Titilayo Komolafe, and Oludola Sarah Sopekan, jointly and individually declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Data Availability: The datasets generated and analyzed during the current study, including reading achievement scores and attitude measurements, are available from the corresponding author, S.N. Okoroafor, upon reasonable request. The data are not publicly available due to privacy and confidentiality agreements with the participating lower basic schools and pupils in Lagos State.

Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The work was completed using the authors’ institutional resources at the University of Lagos, Akoka, Lagos State, and personal scholarly efforts.

License: This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 International License. This license permits copying and redistribution of the material in any medium or format for non-commercial purposes only, provided the original work is properly cited, and it does not permit adaptation or remixing of the material.

Ethical Approval: All procedures performed in this study involving human participants (young pupils in lower basic schools) were in accordance with the ethical standards of the institutional research committee and with the highest standards of protecting child participants. Ethical approval for this research was granted by the Institutional Ethics Committee of the University of Lagos, Akoka, Lagos State, Nigeria, where all authors are affiliated. Written informed consent was obtained from the parents or legal guardians of all participating pupils, and assent was obtained from the children in an age-appropriate manner. Permission was also obtained from the Lagos State Ministry of Education and the participating schools. The anonymity, confidentiality, and well-being of all child participants have been strictly maintained throughout the research process.

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