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SYNTHETIC MULTISENSORY APPROACH AND THE READING SKILLS DEVELOPMENT IN PHONEMIC AWARENESS OF PUPILS IN LOWER BASIC SCHOOLS IN OGUN STATE, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract provides a summary of a study conducted to examine the effectiveness of a synthetic multisensory approach in enhancing the development of reading skills, particularly phonemic awareness, among pupils in lower basic schools in Ogun State, Nigeria. Phonemic awareness is a crucial component of early reading acquisition and is associated with improved reading proficiency. However, many pupils in Nigeria face challenges in developing phonemic awareness, which can hinder their overall reading abilities.
The study employed a mixed-methods research design, incorporating both quantitative and qualitative approaches. A sample of pupils from lower basic schools in Ogun State was selected, and they were divided into experimental and control groups. The experimental group received instruction using a synthetic multisensory approach, which involved integrating visual, auditory, and kinesthetic modalities in teaching phonemic awareness. The control group received traditional instruction methods typically employed in Nigerian schools.
Quantitative data were collected through pre- and post-intervention assessments, measuring pupils’ phonemic awareness skills. Additionally, qualitative data were gathered through observations, interviews, and focus group discussions with teachers and pupils to gain insights into their experiences and perceptions of the synthetic multisensory approach.
The findings indicated that the synthetic multisensory approach significantly improved the phonemic awareness skills of pupils in the experimental group compared to the control group. The experimental group demonstrated greater proficiency in phoneme segmentation, blending, and manipulation. The qualitative data provided further support for the effectiveness of the synthetic multisensory approach, revealing positive experiences and perceptions among both teachers and pupils.
These findings suggest that integrating a synthetic multisensory approach into reading instruction can be a promising strategy for enhancing phonemic awareness skills among pupils in lower basic schools in Ogun State, Nigeria. This approach capitalizes on the diverse sensory modalities to engage pupils actively and facilitate their understanding of the sound-symbol relationships in reading. The study recommends the integration of synthetic multisensory techniques in teacher training programs and the development of appropriate instructional materials to support the implementation of this approach in Nigerian classrooms.
Keywords: Synthetic Multisensory Approach, Phonemic Awareness, Reading Skills Development, Lower Basic Schools, Ogun State, Nigeria
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