EFFECTS OF JOLLY PHONICS ON BASIC II PUPILS’ INTEREST AND ACHIEVEMENT IN READING COMPREHENSION IN PUBLIC SCHOOLS IN MAKURDI, BENUE STATE
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Abstract
This article reports a study that investigated the effect of Jolly Phonics on pupils' interest and achievement in reading comprehension in Makurdi Local Government Area of Benue State, Nigeria. Jolly Phonics is a synthetic phonics programme that teaches letter sounds and blending through multisensory techniques, making the learning process interactive and engaging for young learners. Two research questions guided the study, while two hypotheses were formulated and tested at 0.05 level of significance. The study adopted a quasi-experimental design with a pre-test-post-test control group approach. This design allowed for the comparison of the effects of the Jolly Phonics program (experimental group) consisting of 32 pupils and traditional teaching methods (control group) consisting of 30 pupils’ interest and achievement in reading. The sample was selected from a population of 6,421 Basic II pupils across 38 public schools in Makurdi Local Government Area of Benue State for 2024/2025 academic session. Data were elicited through the use of Reading Achievement Test (RAT) and Pupils’ Interest in Reading Questionnaire (PIRQ) designed by the researchers and validated by subject experts. The results indicated a significant improvement in pupils' interest and reading abilities observed in areas of phonemic awareness, decoding, and fluency, among those exposed to the Jolly Phonics method. The study found that as a result of the Jolly Phonics programme, pupils demonstrated greater interest in reading activities, leading to increased classroom participation and confidence in oral reading tasks. These findings suggest that Jolly Phonics is an effective instructional method for enhancing both reading performance and interest in learning, suggesting that it is a better method of reading and literacy instruction at the basic education level that teachers could leverage for improved reading outcomes in schools. On the basis of this outcome, it is therefore, recommended that Jolly Phonics should be adopted as a state-wide method of instruction in public schools in Benue State, and teachers should undergo professional development training in the use of the method to improve reading instruction in schools.
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