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INFLUENCE OF TEACHERS
QUALITY ON TEACHING PHONICS IN NURSERY SCHOOL
ABSTRACT
The purpose of this study is to find
out the effects of teachers qualities on teaching phonics in nursery school.
The study was carried out using five randomly selected Nursery Schools in Ovia
North East Local Government Area of Benin City, Edo State. From the data
collected and analyzed, it was observed that the pupils in schools with well
qualified teachers learn phonics effectively when compared to those in
schools without qualified teachers. The study also revealed that the effects of
teacher’s qualities on pupils phonics depends on the future profession they
have in mind. It further shows that teachers quality to teach phonics is
influenced by other external factor. In carryout the study data were collected
with the use of questionnaire, which were complied and computed in various
tables from which the following conclusions were drawn.
1.
There
is a poor or negative performance by Nursery School pupils in learning phonics
2.
This
negative performance is traceable to lack of quality teachers in most nursery
schools.
TABLE OF CONTENT
CHAPTER ONE
INTRODUCTION
1.1 Background of
study
1.2 Statement of problem
1.3 Objectives of the
study
1.4 Research
questions
1.5 Research hypothesis
1.6 Scope of the
study
1.7 Significance of the
study
1.8 Limitations of the
study
1.9 Definitions of terms
CHAPTER TWO:
LITERATURE REVIEW
2.1 Definition of
phonics
2.2 Basic approches to
phonics
2.3
The inadequate supply of qualified and experienced
teachers
2.4 Teachers teaching
methods/techniques
2.5 Pupils
interest in phonics
2.6 The need for
humanistic approach to phonics Teaching
2.6 Conclusion
Chapter three:
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
3.2 Population
3.3 Sample
3.5 Administration
and collection
3.6 Method of
analysis
CHAPTER FOUR:
PRESENTATION AND ANALYSIS OF DATA
4.1 Data presentation
4.2 Discussion of
findings
CHAPTER FIVE:
SUMMARY, CONCLUSION AND
RECOMMENDATION
Bibliography
Questionnaire
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
The
fact that phonics is very important cannot be overemphasized. The numerous
contributions of phonics to the development of nursery school pupils is
well recognized. Phonics is once
again a hot topic, and teachers, parents, school authorities, are all talking
about it. Everyone seems to agree that we need the best set of teachers to
teach phonics, and almost everyone has an opinion about how it should
(and should not) be taught. The question regarding teachers quality on phonics
is not a new issue, since it goes a long way in influencing the learning
ability of pupils. However, Paul McKee (1934), one of the most prominent
reading experts of his day,wrote the following:
The question of teachers quality in teaching
phonics has aroused a lot of controversy.Some educators have held to the
proposition that some phonics teachers are not only futile and wasteful but
also harmful to the best interests of a reading program. Others believe that
since the child must have some means of attacking strange words, instruction in
phonics is imperative. There have been disputes also relative to the amount of
phonics to be taught, the time when the teaching should take place, and the
methods to be used. In fact, the writer knows of no problem around which more
disputes have centered.
When McKee wrote these words, there was little
knowledge on which to base decisions regarding teachers quality in teaching
phonics. In the decades since, we have accumulated vast amounts of knowledge
about how the brain works, how children learn, and how words are structured. In
the next chapter, we will first summarize how teachers quality influences the
ability of nusry school pupils in learning of phonics.
1.2 STATEMENT
OF PROBLEM
There are so many
problems which influence teachers quality in teaching phonics in nursery
schools in Nigeria.
Inspite other related problems of this study are those caused by congenity
clarity. Cognitive
clarity is knowing what you are trying to do and understanding where you are
trying to go and why you are going there.When you have cognitive clarity about
a task, you are more likely to persist in your efforts because you anticipate
the goals you will eventually reach.
1.3 OBJECTIVES
OF THE STUDY
The
overall objectives of the study are:
1.
To
determine the issues involved in teaching phonics in nursery school
2.
Highlight
the obstacles, constraints as well as various hindrances to the quality
teachers teaching phonics.
3.
To
determine how teachers inability to teach phonics affects the pupils
4.
Suggest
various ways the quality of phonics teaching can be realized.
1.4 RESEARCH
QUESTIONS
In the course of this
study, the following research questions were fomulated for better understanding
of the subject matter.
1.
Are
phonics teachers equipped enough with the basic knowledge of phonics
2.
Do
teachers understand the importance of teaching phonics in nursery school?
3.
Can
these phonics teachers identify the different phonics for reading and spelling?
4.
Do
teachers ability to teach phonics affects pupils?
1.5 SCOPE OF
THE STUDY
The study is designed
to find out the influence of teachers quality in teaching phonics in nursery
school. The study is restricted to five nursery and primary schools in Benin
City, Edo State, where the research hopes to get information from the present
nursery school teachers. List of the schools include:
Akoko-Edo Grammar School
Aunty Maria Nursery And Primary School
Brigade Nursery And Primary School
St Mary Nursery And Primary School
Jeffersons Group Of Schools
1.6 SIGNIFICANCE
OF THE STUDY
The research is
carried out to determine the influence of teachers quality in teaching phonics
in nursery schools. Finding of this work will however, go a long way in making
the teaching of phonics a befitting one for nursery schools pupils.
Teachers will be made to realize the importance of teaching phonics, and
also the educational knowledge involved will properly be called to the
right place thereby solving teaching and learning phonics. This will be
made effective and both teachers and pupils will gain academically.
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