Teachers’ experiences in using phonics methods in teaching english reading to junior primary phase in Ohangwena region
| dc.contributor.author | Lamek, Julia Dhiginina | |
| dc.date.accessioned | 2023-10-27T10:34:15Z | |
| dc.date.available | 2023-10-27T10:34:15Z | |
| dc.date.issued | 2023 | |
| dc.description | A thesis submitted in fulfilment of the requirements for the degree of master of education in early childhood development | en_US |
| dc.description.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 | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/3745 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Phonics | en_US |
| dc.subject | Reading | en_US |
| dc.subject | Reading skills | en_US |
| dc.subject | Phonemes | en_US |
| dc.subject | Decode | en_US |
| dc.subject | Medium of instruction | en_US |
| dc.title | Teachers’ experiences in using phonics methods in teaching english reading to junior primary phase in Ohangwena region | en_US |
| dc.type | Thesis | en_US |