Teachers’ Awareness and Utilisation of Synthetic Phonics Method for Teaching Initial Literacy in Basic Schools in Kwara State, Nigeria

Abstract

The study investigated teachers' awareness and utilisation of the synthetic phonics method for teaching initial literacy in basic schools in Kwara State, Nigeria. The research aimed to understand the basic school teachers’ awareness and utilisation of the instructional approach. A qualitative method of research design was employed. A sample of 141 basic school teachers were interviewed and their responses were used to answer the three research questions formulated to guide the study. The data were analysed thematically. The findings revealed a moderate level of awareness among teachers regarding synthetic phonics, indicating the need for further professional development to enhance their understanding and implementation of this method. The utilisation of synthetic phonics in the classroom was found to be limited, influenced by factors such as inadequate instructional materials and limited training opportunities. It was found that the method was more utilised by female teachers and in private schools. The study emphasised the importance of professional development, access to high-quality resources and collaboration among stakeholders to support teachers in effectively integrating synthetic phonics into initial literacy instruction. Addressing these issues can contribute to improved literacy outcomes for students in basic schools in Kwara State and beyond.