The Impact of Jolly Phonics on the Vocabulary Achievement of Pupils in Primary Schools
Abstract
The impact of Jolly Phonics on vocabulary accomplishment in elementary schools in the Uyo Local Government Area of Akwa Ibom State, Nigeria, was examined in this study. The vocabulary achievement scores of students who were taught reading skills using Jolly Phonics and those who were not, the vocabulary achievement scores of students who were taught spelling skills using Jolly Phonics and those who were not, and the vocabulary achievement scores of students who were taught writing skills using Jolly Phonics and those who were taught without Jolly Phonics in the Local Government Area were all considered in this study. With a non-randomized pretest-posttest control group and a sample size of 120 participants, the study used a quasi-experimental methodology.The data was analyzed using the mean, standard deviation, and Analysis of Variance (ANOVA). In primary schools in the Uyo Local Government Area of Akwa Ibom State, Nigeria, there was a significant difference in vocabulary achievement scores between students taught reading skills using Jolly Phonics and those taught without it, between students taught spelling skills using Jolly Phonics and those taught without it, and between students taught writing skills using Jolly Phonics and those taught without it, according to the study's findings at the 0.5 level of significance. Recommendations were provided when needed.
Keywords
Full Text:
PDFReferences
Asia, F. (2006). The Effectiveness of two instructional strategies on the vocabulary acquisition of Junior Secondary school students in Ika South Local Government Area of Delta State. Unpublished M. ED Dissertation in Faculty of Education, Delta State University, Abraka.
Seedhouse, P., Dixon, P., & Schagen, I., (2011). The impact of an intervention on children's reading and spelling ability in low-income schools in India. School Effectiveness and School Improvement, 22(4), 461-482.
Edobor, R. E., & Ogun, D. A. (2010). The Effectiveness of Instructional Methods on Junior Secondary School Students Reading Comprehension and Vocabulary Achievement in Oredo Local Government Area of Edo State. Apex Journal of Education, 4:162-174.
Ekpo, C. M., Udosen, A. E., Afangideh, M. E., Ekukinam, T. U., & Ikorok, M. M. (2007). Jolly phonics strategy and the ESL pupils’ reading development: a preliminary study. Paper presented at 1st Mid Term Conference held at the University of Ibadan, Ibadan, Oyo State.
Eshiet, O. I. (2012). Synthetic phonics as a tool for improving the reading skills of Nigerian pupils. ARECLS, 9, 141-162.
Farokhbakht, L., & Nejadansari, D. (2015). The effect of using synthetic multisensory phonics in Teaching Literacy on EFL Young Learners’ Literacy Learning. International Journal of Research Studies in Education, 4(4). https://doi.org/10.5861/ijrse.2015.1196
Johnston, R. S., & Watson, J. E. (2005). The effects of synthetic phonics teaching on reading and spelling attainment. Unpublished manuscript, Department of Psychology, University of Hull, Kingston upon Hull, England.
Jolly C. (2014). English's hard. Retrieved from "Difficulty-English" at jollylearning.co.uk.
Jolly, C. (2012). Jolly phonics extra. Teacher’s book. Malaysia: Jolly Learning Ltd. The difficulty of English [Web log post]. Retrieved from http://jollylearning.co.uk/2014/10/28/difficulty-english/
Kaweera, C. (2013). Writing error: A Review of Interlingual and intralingual interference in EFL contest. English Language Teaching, 6(7).
Lloyd, S. & Wernham, S. (2012). The phonics handbook: A handbook for teaching reading, writing and spelling. (4th) Jolly Learning Ltd. Chigwell, England.
Lodosa, A. (2013). Jolly Phonics: How Teachers can Teach Reading and Writing to their Students. Universidad Publica De Navarra NafarroakoUnibertsitatePublikoa.
Marsh, D., & Lange, G. (2000). Using language to learn and learning to use language. Finland: University of Jyväskylä. Retrieved from http://archive.ecml.at/mtp2/clilmatrix/pdf/1UK.pdf
Mitchell, R., Myles, F. & Marsden, E. (2019). Second language learning theories. Routledge.
Nhung, P.T.H. (2016). Folktales as a valuable rich cultural and linguistic resource to teach a foreign language to young learners. International Journal of Education, Culture and Society, 1(1), pp. 23-28.
Okon, C. E. & Archibong, U. I. (2015). Student Academic Performance in Social Studies on the Junior Secondary Certificate Examination is Affected by the Type of School (JSCE). 4(2), 421. Academic Journal of Interdisciplinary Studies the ATBU Journal of Science, Technology, and Education.
Oluwole, Y. E. (2011). Influence of Keyword Instructional Strategy on the Vocabulary Achievement of Pupils in Offa Urban Centre of Kwara State. Research Journal of Education, 6: 765-84.
Oyibe, O., & Nnamani, S. (2016). British Journal of Education, Volume 4, Pages 84–95, Effect Gender and Academic Achievement of Secondary School Students in Social Studies in Abakaliki Urban of Ebonyi State.
Ozfidan, B. & Burlbaw, L.M. (2019). A Literature-Based Approach on Age Factors in Second Language Acquisition: Children, Adolescents, and Adults. International Education Studies, 12(10), pp. 27-36.
Perez, A. (2014). Jolly Phonics: A method to teach English Reading and Writing in Preschool.
Petrides, J. (2018). Young Learners. Advances in Early Childhood and K-12 Education, pp. 58-75.
Roehr-Brackin, K. (2018). Metalinguistic awareness and second language acquisition. Routledge.
Ruhaena, L. (2008). Pengaruhmeto depembelajaran jolly phonics terhadapkemampuanbacatulispermulaanbahasaindonesiadanbahasainggrispadaanakprasekolah. Jurnal Penelitian Humaniora. 9: 192-206.
Suarnajava, I. (2018). Jolly phonics: Effective strategy for enhancing children English literacy. Retrieved for: https://www.researchgate.net/scientific-tributions/2138343823
Shepherd, S. (2013). Does intensive synthetic phonics instruction improve the literacy skills of primary one children in Cross River State? Unpublished master thesis. Nigeria University. Nigeria.
Yusuf, G.A. (2019). Effects of problem-solving and think-pair-share techniques on students' academic achievement in numeracy in the Ekiti Local Government Area of Kwara State. Kwara State University, Malete, ProQuest Dissertation/Thesis.
DOI: https://doi.org/10.53889/jpak.v4i1.867
Article Metrics
Abstract view : 30 timesPDF - 10 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Magdalene I. Ogbemudia, Victor M. Alasa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Jurnal Pendidikan Abad Ke-21 is licensed under a Creative Commons Attribution 4.0 International License
Address: Perumahan Citra Gading Blok C5 No.14 RT 05/05 Kel. Cilaku, Kec. Curug, Kota Serang, Provinsi Banten, Indonesia, Post Code 42121