Teachers’ Use of Phonics Approach and Learners’ Reading Achievements among Grade one Learners in Meru County, Kenya

Martin Kinyua M’amai, Prof. Teresa Mwoma and Dr. Wanjohi Githinji
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Martin Kinyua M’amai: Kenyatta University
Prof. Teresa Mwoma: Kenyatta University
Dr. Wanjohi Githinji: Kenyatta University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 2913-2931

Abstract: This study sought to explore whether there is a relationship between teachers’ use of the phonics approach and learners’ reading achievements among Grade 1 learners in Meru County, Kenya. Gough and Tunmer’s Simple View of Reading and Adams’ Alphabetic Principle Theory guided the study. A mixed methods design involving causal-comparative and quasi-experimental approaches was used. The study targeted 61,870 learners, from which a sample of 406 learners from 234 schools was selected. Data collection involved semi-structured interviews, lesson observations, and learner assessments adapted from the Hasbrouck Quick Phonics Screener and EGRA tools. Quantitative data were analysed using SPSS Version 28, with descriptive statistics, regression analysis, and paired t-tests, while qualitative data were analysed thematically. The study findings established that the mean scores for the pretest scores were significantly lower (m=38.57, STD=9.48) compared to the post test scores (m=52.68, STD=14.24) with P=0.000

Date: 2025
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