Teachers’ Attitude to Synthetic Phonics Intervention in Developing English Literacy Among Nigerian Pupils

By Olubusola I. Eshiet.

Published by The Technology Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

It is a well known fact that pupils learning to read in English would benefit from the knowledge of phonics. This study investigated the attitude of teachers towards the use of Synthetic Phonics as a method for developing English literacy among Nigerian pupils. Five Hundred primary school teachers formed the sample for the study from Akwa Ibom, Rivers, and Oyo states of Nigeria. Data for the study were collected through post-teacher training questionnaire and Focus group discussions. Data collected were analysed and interpreted. The findings of the study show that teachers were positively disposed to the use of Synthetic Phonics as an intervention in developing English literacy among Nigerian Pupils.

Keywords: Literacy, Synthetic Phonics, Attitude

International Journal of Technology, Knowledge and Society, Volume 8, Issue 4, pp.83-92. Article: Print (Spiral Bound). Article: Electronic (PDF File; 398.570KB).

Olubusola I. Eshiet

Research Student, School of Education, Communication and Language Science, Newcastle University, Newcastle upon Tyne, UK

is a PhD student in the school of Education, Communication and Language Science at the Newcastle University. Her passion for the improvement of literacy skills is the driving force for her PhD studies as well as for her involvement in Hope Alive Foundation for Literacy and Development, a charity which is committed to improving literacy skills in Nigeria and in Sub Saharan Africa. She is a seasoned scholar who has featured in local and international conferences. Her areas of interest include, but are not limited to, literacy studies, and social interaction in language. Olubusola dedicates this research to her ‘Team mates’ in HAFLD who work tirelessly for the improvement of literacy in Nigeria.


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