Teachers’ experiences in using phonics methods in teaching english reading to junior primary phase in Ohangwena region
Loading...
Date
2023
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
The purpose of this study was to explore Junior Primary teachers’ experiences in using
all phonics methods in teaching English reading skills. The study addressed two
research questions: What are teachers' experiences in using the phonics method when
teaching English reading at a Junior Primary phase? and What should be done to
improve the use of the phonics method in teaching English reading skills at the Junior
Primary phase? The study adopted a qualitative approach following a single case study
design. Purposeful sampling was used to select the five teachers teaching English in
the Junior Primary phase. Data was collected using semi-structured interviews and
non-participant classroom observation. Content analysis was used to analyse the data.
The findings of the study revealed that teachers understood phonics as a way of
teaching learners the relationship between sounds and letters. The study further
revealed that teachers relate their understanding of the concept of reading to the skill
of combining sounds and creating the meaning of what has been written. It was also
clear from the study findings that teachers use phonics methods to teach English
reading skills. They are, however, faced with numerous challenges in teaching English
reading skills using the phonics method. Such challenges include a lack of teachers'
training, a lack of appropriate teaching materials, the influence of Oshikwanyama as a
medium of instruction, and overcrowded classrooms. Based on these challenges,
teachers’ training and provision of teaching materials were suggested by teachers as
measures to ensure the effective use of phonics in teaching English reading skills at
the Junior Primary phase. The study recommends that there is a need for Junior
Primary experts to deliver the right English subject content and lay a good foundation
if learners are to master early English reading skills. The study further recommends
that such teachers (Junior Primary) should prepare various activities and use a variety
ii
of teaching materials to arouse learners’ interests and enhance early reading.
Furthermore, it was recommended that Junior Primary Educational officers frequently
provide workshops for the teachers to continuously improve their teaching skills and
become more professional in their work
Description
A thesis submitted in fulfilment of the requirements for the degree of master of education in early childhood development
Keywords
Phonics, Reading, Reading skills, Phonemes, Decode, Medium of instruction