The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH School Effectiveness and School Improvement Pub Date : 2021-10-27 DOI:10.1080/09243453.2021.1991960
Christopher-John Counihan, Steve Humble, L. Gittins, P. Dixon
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引用次数: 1

Abstract

ABSTRACT This study in Kano State, Nigeria, uses a quasi-experimental design to investigate the effectiveness of two teacher training programmes (ESSPIN and Jolly Phonics) in 536 government primary schools. In total, 5,449 children were tested using the phonics screening check to determine which teacher training programme positively affects learning. The effects are greater when teachers have completed two different programmes using adaptive instruction and include elements of coaching and mentoring. A pupil whose teacher has undertaken both training programmes will score 6.062 (p < 0.001) points higher in Primary One and 4.344 (p < 0.01) points higher in Primary Two. English spoken in the home, being a boy, and being older in your year group have a significant positive effect on word reading score. This research highlights the importance of meaningful and impactful teacher training on children’s reading development in English, the medium of instruction in Nigeria from the 4th year of primary school.
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奈及利亚北部公立小学不同教师识字训练计划对学生阅读能力的影响
本研究在尼日利亚卡诺州采用准实验设计,调查了536所公立小学的两个教师培训项目(ESSPIN和Jolly Phonics)的有效性。共有5449名儿童接受了语音筛选测试,以确定哪些教师培训项目对学习有积极影响。当教师完成了两个不同的项目,使用适应性教学,并包括指导和指导的元素,效果更大。同时接受两种培训课程的学生在小学一和小学二的成绩分别高出6.062分(p < 0.001)和4.344分(p < 0.01)。在家里说英语,作为一个男孩,以及在你的年龄组中年龄较大对单词阅读分数有显著的积极影响。本研究强调了有意义和有影响力的教师培训对儿童从小学四年级开始以英语为教学语言的阅读发展的重要性。
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来源期刊
School Effectiveness and School Improvement
School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
0.00%
发文量
23
期刊介绍: School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform
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