EFFECT OF PHONOLOGICAL AWARENESS STRATEGY ON PUPILS’ LEARNING OUTCOME IN READING IN ADO-EKITI LOCAL GOVERNMENT AREA
Keywords:
Phonological awareness, Pupils’ learning outcomesAbstract
This study investigated the effect of phonological awareness strategy on pupils’ learning outcome in reading. The study adopted pretest posttest control group quasi-experimental design. The population for the study consisted of all pupils in Ado-Ekiti Local government Area of Ekiti State. The sample size for the study was 87 primary three classes in four schools and multistage sampling techniques was used four schools. Data were collected using Reading Proficiency Test with reliability co-efficient of 0.77 and Phonological Awareness Instructional Guide and Conventional Instructional Guide were used to teach the pupils in the experimental group and control groups and respectively. The data collected were analyzed using Analysis of Covariance, Bonferroni’s Poc Hoc Pairwise Comparison and estimated marginal means with 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.
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