Effects of Two Phonics Instructional Modes on English as Second Language Learners’ Achievement in Reading

Abstract

This study examines the effects of two phonics instructional modes on the reading achievement of Nigerian learners of English as a second language. The design of the study was quasi-experimental. The study specifically adopted the non-equivalent, non-randomized control group design. The sample of the study were 118 primary one school pupils who were drawn from four public primary schools in Enugu, South East, Nigeria using multi-stage sampling technique. The participants who were assigned to experimental and control groups were pretested and post tested. The experimental group was taught using synthetic phonics while the control group was taught using analytic phonics. Data were generated with Means, Standard Deviation and Analysis of Covariance (ANCOVA). While Means and Standard Deviation were used to answer the research questions, ANCOVA was used to test the hypothesis at p<0.05. The findings of the study indicated that Synthetic phonics significantly improved pupils’ achievement in reading more than analytic phonics. Based on the findings, it was concluded that synthetic phonics is a more effective mode of teaching beginning reading than analytic phonics. A proper exposure of pre and in-service teachers to the techniques and activities involved in synthetic phonics as well as the adoption and proper implementation of the method for reading instruction in Nigerian primary schools were recommended.