Enhancing Quality in Basic Education Through Utilization of Jolly Phonics Literacy Resources in the Read and Write Foretfer Project (RAWF) in Akwa Ibom State, Nigeria by Thelma U. Ekukinam & Olubusola I. Eshiet
This report examined the gains of the utilization of Jolly Phonics Resources in the Read and Write Forever (RAWF) project in basic education. In order to achieve this purpose, three research questions were formulated to guide the study. The population comprised all primary school head teachers, primary one pupils and teachers in Akwa Ibom State (AKS). There are 1447 primary schools in Akwa lbom State out of which the study randomly sampled 80. Survey data were obtained from primary schools in AKS using RAWF-structured questionnaire which had been validated for consistency of items by experts in the implementation of Jolly Phonics in UK and here in Akwa Ibom
State. The data obtained in the study were analyzed using descriptive statistics. The results yielded significant gains on the acquisition of literacy skills as observed and reported by head teachers, teachers and the monitoring team. Based on the findings, it is recommended that the implementation of sustainability schemes like Teacher Network Programme should be intensyfied to reinforce skills acquired by teachers during initial RAWF training. It further recommends the introduction of Jolly Phonics at the Colleges of Education for teacher trainees to avoid the problem of trying to switch from the whole-word method of teaching to the synthetics phonics method.
KEYWORDS: Jolly Phonics, Literacy skills, Quality Education, Human/Material Resources