Abstract:
The purpose of this study was to examine the influence of jolly phonics on literacy
learning outcomes among kindergarten learners within the Ningo-Prampram District.
The study adopted constructivist philosophical stand. The study adopted the qualitative
research approach and the case study research design. The sample was 12 kindergarten
teachers from four schools in the district. A purposive sampling technique was
employed to select 12 Kindergarten teachers. Interviews and observations were used to
collect qualitative data. Thematic analysis was employed to analyze data. The findings
showed that the method possessed a considerable influence, notably augmenting
different dimensions of literacy development. Specifically, Jolly Phonics was observed
to have a significant impact by bolstering learner’s intrinsic motivation and interest in
learning literacy-related concepts. The study emphasized the significance of
collaborative efforts, continuous professional development, and the establishment of
supportive structures for successful implementation. The study recommends that the
National Council for Curriculum and Assessment (NaCCA) should ensure complete
integration of Jolly Phonics pedagogies into the teacher training curriculum.
Universities offering Basic Education programmes. This initiative will ensure that
future educators are well-versed in the principles and practices of Jolly Phonics,
fostering a positive attitude toward its implementation among newly trained teachers.
Description:
A dissertation in the Department of Early Childhood,
Faculty of School Education and Lifelong Learning, Submitted to the School of
Graduate Studies, in partial fulfillment
Of the requirements for the award of the degree of
Master of Education
(Early Childhood)
In the University of Education, Winneba
FEBRUARY, 2024
