• Joseph Olusola FEHINTOLA
  • Mary Oluwabukola FEHINTOLA


Behaviour, Phonic method, Reading ability, Whole-word approach


 This study investigated the reading ability of primary school pupils in primary five and six in three public primary schools in Saki township using phonics method and whole-word approach in Fostering the reading ability among primary school pupils in Saki. To ascertain the degree of its effectiveness, a randomized sample of 75 primary school pupils with 25 participants in each from three different primary schools in three different locations in Saki were chosen for the purpose. The quasi-experimental study employed a randomized sample that undertook training in phonics method and whole-word approach and with a control group were used. The instruments used for data collection are prepared from recommended textbooks for primary five and six respectively using Cloze Test method. The test prepared from book 5 was used as the screening tool, while the Cloze test prepared from book six was used to measure the dependent variable (Reading Ability) and the third instrument known as Parental Involvement in fostering Reading Ability of the Pupils Questionnaire (PIFRAQ) was used to measure parental involvement in assisting their children in fostering reading ability and gender of the participants was derived from the demographic information of the Cloze test. A pair of pre-test and post-test data was obtained from each participant who formed the basis of the findings using ANCOVA for data analyses. Three hypotheses were formulated and tested at α = 0.05 level of significance. Results showed that there were significant differences in the treatment with whole-word approach being more significant in fostering reading ability among primary five and six pupils. It was therefore concluded that phonics method and whole-word approach can be used to enhance reading ability of pupils in primary 5 and 6 classes and recommendations are also offered.  


Aliyu, G.A., 2016. Influence of socio-economic status on academic achievement of senior secondary students, in

Nassarawa Zonal education area of Kano State Nigeria Asian Journal of Education Research 4.4:1-9.

Al-Matalka S.K., 2014. Gender variation in reading habits in school in Moland: A case study of Asantekwa S.D.A.

Junior High School. European Journal of Education Studies, 3.5: /8-22 Retrieved May 14, 2017 from www.

Covell, O. A. 2013. Effect of cognitive restructuring on the reduction of mathematics anxiety among senior secondary

student in Ogun State, Nigeria. International Journal of Education and Research 2(2), 14-20.

Ameyaw, M. K. and Anto, R.A., 2017. Gender variation in reading habits in school in Moland: a case study of

Asantekwa S.D.A. Junior High School. European Journal of Education Studies, 3.5: /8-22 Retrieved May 14,

from www.

Dean, A. O. and Fleckenstein, M. 2007.Attention Deficit Hyperactivity Disorder (ADHD) European child and

Adolescent psychiatry, 22 suppl. Pp 543-548.

Deweck, S. 2015. Social and Behavioural skills and the gender gap in early educational achievement. Social Science

Research 41, 1-15.

Egunsola A.O. 2014. Influence of home environment on academic performance of secondary school students in

Agricultural Science in Ademawa State Nigeria. OSR Journal of Research and Method in Education (IOSR-

JRME). 4.4:46-53. Retrieved July 8, 2018 from

Fan, E.J., Umaru, T. A; Heimberg, R.G. and NsediJuster, H.R., 1995. Social phobia subtype and avoidant

personality disorder: Effect on severity of social phobia, impairment and outcome of cognitive behaviour

treatment. Behaviour Therapy, 26, 467-486.

Fehintola, J.O. (2016). Evaluation of the Effectiveness of Mother tongue and combined mother tongue-English

language pedagogical strategies in enhancing Academic performance of primary school pupils in Nigeria:

International Journal of Educational Benchmark, 4(1).

Hill, C.; Carbett, C. and St Rose, A. 2010. Why so few? Women in science, technology, engineering and

mathematics, Washington DC American Association for University Women.

Lufkin, M. and Reha, L. 2009. Non-traditional career preparation: Root causes and strategies. Cochranville, P.A.:

National Alliance for Partners in Equity.

Multon, V.; Brown, C.P.and Lent, C.S. 2012.Motivation and achievement. In S.S. Feldman & G.R. Elliott (Eds.), at the

threshold: The developing adolescent (pp. 308 - 330). Cambridge, MA: Harvard University Press.

Neff L., 2015. The relationship between enjoyment – Gender, socio-economic status and reading outcome in

PLSA2009.Doctoral Thesis. George for University Oregon. Retrieved May 28, 2017 from https:/digital


Nehal, M. 2017. Parental involvement in the development reading among Grade R children in an Indian

community. Doctor of Philosophy Thesis. University of Kwazulu Natal, Pietermaritzburg South Africa. Retrieved

July 25, 2018 from

Olufowobi, J.L., and Makinde, J, 2011. Psychometric testing methods for children social skills, Research development

Disabilities, 30, 249-274.

Oyewusi, F.O. 2016. Understanding the use of school library media centres, Ibadan: Stirling holdings. 171p.

Pintrich, P. R. and DeGroot, E. V. 2000.Motivational and Self-regulated learning component of classroom academic

performance. Journal of Educational Psychology, 82, 33-40

Rampino, E.D. and Taylor, W.A. 2013.A Contexual approach to the assessment of the social skills identifying

meaningful behaviours for social competence. Psychology in school, 42(2),173-188.

Salami, S.O. 2017. Parental involvement, interest in schooling and school environment as predictors of academic

self-efficacy among fresh secondary school students in Oyo State, Nigeria: In Electronic Journal of Research

in Educational Psychology 5-3, 1: 163-180.

Stearns, 2018. Observing reading behaviour in students, retrieved July 7, 2018 from https//

Valian, I. 2007.From Theory to practice. What does the metaphor of scaffolding mean to educators today? Journal

critical practice studies,2, 5-15

Weberin, E.D. 2012. A Contextual approach to the assessment of the social skills identifying meaningful behaviours

for social competence. Psychology in school, 42(2),173-188.

Wells C., 2012: A literates college students: Neglecting to read or engaging in a new literacy. Master Thesis.

University of Central Florida Orlando, Florida.