Influence of jolly phonics approach in literacy development among kindergarten learners in the Ningo-Prampram District

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.