EFFECT OF PHONOLOGICAL AWARENESS STRATEGY ON PUPILS’ LEARNING OUTCOME IN READING IN ADO-EKITI LOCAL GOVERNMENT AREA, EKITI STATE
No Thumbnail Available
Date
2020
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Unilorin Journal of Lifelong Education, Published by Department of Adult and Primary Education, University of Ilorin
Abstract
This study investigated the effect of phonological awareness strategy on pupils’ learning outcome in reading. Pretest posttest control group quasi-experimental design was employed in the study. The population for the study consisted of all pupils in Ado-Ekiti Local Government Area of Ekiti State. The sample size was 87 primary three pupils drawn from four schools through multistage sampling techniques. Data were collected using Reading Proficiency Test with reliability coefficient of 0.77. Phonological Awareness Instructional Guide and Conventional Instructional Guide were used to teach the pupils in the experimental group and control groups respectively. The data collected were analyzed using Analysis of Covariance, Bonferroni’s Post Hoc Pairwise Comparison and estimated marginal means within the Groups. All hypotheses were tested at 0.05 level of significance. The result showed that there was significant main effect of treatment on pupils’ learning outcome in reading (F (1; 79) = 241.899, P < 0.05). The study concluded that phonological awareness strategy could be used to effectively improve primary school pupils’ proficiency in reading. It was recommended that phonological awareness strategy should be employed in teaching pupils in the classroom to improve pupils’ learning outcome in reading.
Description
Keywords
Phonological awareness, Pupils’ learning outcomes