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Teachers’ Use of Phonics Approach and Learners’ Reading Achievements among Grade one Learners in Meru County, Kenya

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  • Martin Kinyua M’amai

    (Kenyatta University)

  • Prof. Teresa Mwoma

    (Kenyatta University)

  • Dr. Wanjohi Githinji

    (Kenyatta University)

Abstract

This study sought to explore whether there is a relationship between teachers’ use of the phonics approach and learners’ reading achievements among Grade 1 learners in Meru County, Kenya. Gough and Tunmer’s Simple View of Reading and Adams’ Alphabetic Principle Theory guided the study. A mixed methods design involving causal-comparative and quasi-experimental approaches was used. The study targeted 61,870 learners, from which a sample of 406 learners 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, regression analysis, and paired t-tests, while qualitative data were analysed thematically. The study findings established that the mean scores for the pretest scores were significantly lower (m=38.57, STD=9.48) compared to the post test scores (m=52.68, STD=14.24) with P=0.000

Suggested Citation

  • Martin Kinyua M’amai & Prof. Teresa Mwoma & Dr. Wanjohi Githinji, 2025. "Teachers’ Use of Phonics Approach and Learners’ Reading Achievements among Grade one Learners in Meru County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(7), pages 2913-2931, July.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-7:p:2913-2931
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    References listed on IDEAS

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    1. Francis Kwame Anku, 2024. "The Impact of Phonemic Awareness and Phonics Instructions on the Reading Skills of Learners with Reading Difficulties," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 11(1), pages 88-107, January.
    2. Sheila Nkurunziza, 2024. "The Role of Phonological Awareness in Early Reading Development," European Journal of Linguistics, CARI Journals Limited, vol. 3(3), pages 15-26.
    3. Kim Hua Tan & Atieh Farashaiyan & Rahman Sahragard & Fatemeh Faryabi, 2020. "Implications of English as an International Language for Language Pedagogy," International Journal of Higher Education, Sciedu Press, vol. 9(1), pages 1-22, February.
    4. Chen Min Jie & Goh Hock Seng & Soo Ruey Shing & Yin Guo Jie & Raja Nor Safinas Raja Harun & Charanjit Kaur Swaran Singh, 2022. "Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics," World Journal of English Language, Sciedu Press, vol. 12(8), pages 219-219, December.
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