CHAPTER THREE
METHODOLOGY
This chapter is concerned with the methods and procedures used in carrying
out the study. It involved the research design, population of the study, sample and
sampling technique, instrumentation, method of data collection, validity and
reliability of the instruments and methods of data analysis.
3.1
Research Design
The research design adopted descriptive survey research design. The design
is found suitable for the study since it involves gathering data about the sample of
population which was organized, tabulated, deputed and describe the variable of
study and the researcher has no power to manipulate the variables.
3.2
Population of the Study
The population of the study is made up of all secondary school teachers in
Atiba Local Government Area of Oyo State
3.3
Sample and Sampling Technique
Five public secondary schools from Atiba Local Government Area of Oyo
State were randomly selected for the purpose of this study, (20) twenty respondents
were picked from each of the schools making a sample of one hundred (100)
respondents randomly. The selected schools were listed below.
S/N
Selected Schools
Respondents Selected
1
St. Michael Primary School, Adikuta Oyo
20
2
L. A. Secondary school, Sabo, Oyo
20
3
L. A. Secondary school, Oke-Olola, Oyo
20
4
St. Andrews Secondary school, Oke-Ebo, Oyo
20
5
D. S. Secondary school, Agunpopo, Oyo
20
Total
3.4
100
Research Instrument
Relevant data and information were collected with the use of self designed
questionnaire that has twenty items. The questionnaire has two section, section ‘A’
and ‘B’. section ‘A’ sought for personal data of the respondents like name of school,
gender, qualification, professional status and age while section ‘B’ consists of item
that sought for the impact of learning English through Jolly phonics at the lower
basic classes in selected secondary schools in Atiba Local Government Area of Oyo
State.
3.5
Validity of the Research Instrument
The research instrument was given to project supervisor for scrutiny to
ascertain its construct and face validity. The comments made by the supervisor were
also noted some items were modified some were removed some were added to the
final draft of the questionnaire.
3.6
Reliability of the Instrument
The test re-test method will be employ in establishing the reliability of the
instrument. Scores of the same group of people from two administrations of the
same test will correlate. The data collected will be subject to statistical tests using
the simple percentage and t-test to establish the reliability coefficient.
3.7
Administration of the Instrument
The researcher was personally involved in the distribution and administration
of the instrument, the researcher went to the five samples schools and sampled the
respondents used for the study. She gave the respondents some time to respond to
the instrument. She later retrieved the questionnaire and cross checked if they were
correctly filled.
3.8
Methods of Data Analysis
Based on the data collection after the questionnaires were administered, mean
and standard deviation was considered appropriate and used for the analysis of the
research questions.
EMMANUEL ALAYANDE COLLEGE OF EDUCATION
SCHOOL OF SECONDARY EDUCATION (LANGUAGES PROGRAMME)
DEPARTMENT OF ENGLISH
IMPACT OF LEARNING ENGLISH THROUGH JOLLY PHONICS
QUESTIONNAIRE (ILETJPQ)
(STUDENTS’ QUESTIONNAIRE)
Dear Respondent,
This is a questionnaire designed to collect information on the impact of
learning English through jolly phonics at lower basic classes in secondary school in
Atiba Local Government Area of Oyo State. The study is purely on academic
exercise. Hence, the information volunteered will be confidential.
Kindly provide appropriate information on the questionnaire. Thank you
SECTION A: PERSONAL INFORMATION
Introduction: Please supply the following data which are needed for research. All
information supplied here will be treated with as confidential. Thanks for your time.
Sex: Male ( ), Female ( )
Age: 10-15 ( ), 16-20 ( ), 21 and above ( )
Class: SS 1 ( ), SS 2 ( ), SS 32 ( )
SECTION B
Instruction: The key for the letter are provided as probable solution. In your own
response tick () the box you find most appropriate. The key to the letter are:
SA
- Strongly Agree
A
- Agree
D
- Disagree
SD
- Disagree
S/N
1
2
3
NATURE OF JOLLY PHONICSFACED BY PUPILS SA A D SD
IN ENGLISH LANGUAGE
Jolly phonics help pupils in lower classes to assimilates
easily in learning oral English
Jolly phonics brings more interaction between pupils in
lower classes in secondary school and their teacher
Using jolly phonics by pupils in English classes enhance
them to read English story books in a near future
4
When using jolly phonics by pupils work out the sounds in
words very well
5
Jolly phonics will help children adapt quickly when
children shift suddenly from a familiar local language
FACTORS RESPONSIBLE FOR PHONIC DIFFICULTIES
1
Lack of knowledge by teacher teaching phonics is a factor
which contributes to pupils’ poor reading
2
Lack of explicit and systematic instruction and adequate
practice with phonics and decoding make it difficult for
children to adapt to phonic
3
Instruction that prioritizes alternative "cues" for reading
words, such as predicting the word based on the first letter
or the picture affect pupils in phonic
4
The most common cause of difficulties in acquiring early
word reading skills is weakness in the ability to process the
phonological features of language
5
Deficits in the development of phoneme awareness skills by
pupils goes a long way to affect their reading ability
STRATEGIES TO ENHANCE THE PHONIC
DIFFICULTIES
1
Use hand gestures to help the learners remember the letter
sounds
2
Deliberate situations should be encourage/organized for
students to make use of language context
3
Teacher should teach pupils the letter sounds by asking the
learners to repeat the sounds orally.
4
There should no or limitation of using mother tongue
among students in order to adapt to the use of good English
5
Pupils should be taught how to enunciate each letter sound
OTHER REMEDIAL INTERVENTIONS PROPOSED TO
STRENGTHEN PHONICS
1
Teacher need to teach pupils how to blend the letter sounds
orally
2
There is need to teach pupils how to blend the letter sounds
with the help of alphabet cards
3
Teaching blending through kinaesthetic activities (e.g.; arm
blending) is needed
4
Teachers should always bear the pain and anxieties of
attending to each pupil and give him or her the needed
assistance when appropriate so that they can all benefit from
lessons
5
A different approach or technique and use of varied models
should be adopted by teachers in the teaching and handling
of phonic especially at the secondary level