ASSESSING THE EFFECTIVENESS OF PHONICS-BASED INSTRUCTION IN IMPROVING READING SKILLS AMONG EARLY LEARNERS IN AFIJIO LOCAL GOVERNMENT

Abstract

Phonics-based instruction is widely regarded as an effective method for improving reading skills among early learners. This study assesses the effectiveness of phonics-based instruction in enhancing reading skills among early learners in Afijio Local Government. Using a descriptive survey research design, 100 pupils between the ages of 5 and 8 from five public primary schools were randomly selected. Data were collected using a validated questionnaire (r = 0.78), which measured learners’ decoding skills, comprehension ability, and exposure to phonics instruction, and analyzed using one-way ANOVA. Results indicated a significant relationship between phonics-based instruction and improved reading skills (F(2,97) = 8.93, p = 0.0003), with frequent phonics use—defined as daily classroom exposure—showing greater enhancement in decoding and comprehension abilities (F(3,96) = 12.45, p = 0.0001). Challenges included inconsistent implementation and limited instructional resources. The study concludes that systematic phonics instruction significantly enhances early literacy development in rural Nigerian contexts. Based on these findings, it is recommended that teachers integrate phonics-based instruction into their teaching practices and that stakeholders provide adequate training and resources to support this pedagogical approach.