PHONOLOGICAL INSTRUCTIONAL STRATEGIES AND PRIMARY PUPILS SPELLING PERFORMANCE IN AKWA IBOM NORTH EAST SENATORIAL DISTRICT

Abstract

The research determined the effect of three phonological instructional strategies on spelling performance of primary school pupils in Akwa Ibom North East Senatorial District.In order to carry out the study objectively, three specific objectives, three research, questions and three hypotheses were formulated.The study adopted the pretest, post-test,control group non-randomised quasi experimental research design. The population of the study comprised of 11,180 primary two pupils consisting of 5,361 male and 5,819 female from public primary schools and a sample size of 120 respondents. Instruments titled “Pupils Spelling Performance Test (PSPT) was used for data collection Pearson Product Moment Correlation (PPMC) was used to determine the reliability of the instruments, which gave value of 0.83 for PSPT Mean and standard deviation were used for answering research questions while analysis of covariance (ANCOVA) was used in testing the null hypotheses at .05 level of significance.The findings revealed that there is no significant mean difference in pupils’ spelling performance when taught using rhyming, sound deletion, phoneme substitution and Look and Say Instructional strategies.The school administrators should consider in-service training for English teachers in phonological instructional strategies. Curriculum planners should ensure phonological instructional strategies is as teaching methods forteachers in achieving spelling goals as spelling affects reading and writing.