TEACHERS’ LEVEL OF TRAINING IN PHONICS AND GRADE ONE LEARNER’S ACHIEVEMENT IN READING SKILLS IN MERU COUNTY, KENYA
Abstract
This study sought to establish whether there is a relationship between teachers’ level of training in phonics and learners’ achievement in reading skills among grade one learners in Meru County. The study was guided by Gough and Tunmer’s Simple View of Reading and Vygotsky’s Social Cultural Theory. A mixed methods design involving descriptive survey, causal-comparative, and quasi-experimental approaches was used. The study targeted 61,870 learners and 1,397 teachers, from which a sample of 400 learners and 248 teachers from 234 schools was selected. Data collection involved semi-structured interviews, lesson observations, and learner assessments adapted from the Hasbrouck Quick Phonics Screener and EGRA tools. Quantitative data were analysed using SPSS Version 28, with descriptive statistics and regression analysis, while qualitative data were analysed thematically. The study findings established that the phonics approach, especially phonemic and phonological components, was minimally used in classrooms. The findings show that the level of training on phonemic and phonological awareness was insufficient. Teachers’ level of training on phonics was linked to higher reading achievements among grade one learners. The more the teachers were trained on varied phonics levels involving phonics elements, the better the reading skills. It was noted that there existed a high positive relationship between teachers’ level of training in phonics and reading achievements among grade one learners in Meru County. At the 5 per cent level of significance, the independent variable (teachers’ level of training in phonics) was statistically significant (p = 0.000 < 0.05). Since the p-value was less than 0.05, the researcher had enough evidence to reject the null hypothesis that teachers’ level of phonics training does not significantly influence the achievement of reading skills among grade one learners in Meru County. The study concludes that there is a strong relationship between the level of teachers’ training in the phonics approach and reading achievements. The higher the level of training on varied phonics, phonemic and phonological awareness skills, the higher the reading achievements. This study recommended that training programmes should focus on comprehensive phonics instruction that covers a wide range of phonics elements. Teachers should be offered continuous professional development opportunities to deepen their knowledge and enhance their phonics teaching skills, leading to improved reading achievement among learners.
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DOI: http://dx.doi.org/10.46827/ejes.v12i8.6124
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