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.
Highlights
In Nigeria, learning to read is a significant concern for parents, schools, and communities and for policymakers and the international development community
This random sample provided a mix of none, Education Sector Support Programme in Nigeria (ESSPIN)-only, Jolly Phonics-only, and both ESSPIN and Jolly Phonics interventions received amongst the teachers
Nigeria has very high levels of youth illiteracy (National Population Commission, 2015) and a deep learning crisis in the north of the country in particular, which some argue requires a systematic overhaul of policy and practice (Adeniran et al, 2020)
Summary
In Nigeria, learning to read is a significant concern for parents, schools, and communities and for policymakers and the international development community. Regional education quality indicators, such as the recruitment and retention of teachers (Humphreys & Crawfurd, 2014; Kontagora et al, 2018), school attendance and primary school completion rates (National Bureau of Statistics [NBS] & United Nations Children’s Fund, 2018; National Population Commission [NPC] & International Finance Corporation [IFC], 2019) are polarised between urban and rural areas. Estimates suggest just over half of Primary Six children demonstrate adequate reading comprehension (NPC & IFC, 2019) with children facing a deep learning crisis especially. Low adult English literacy levels in rural areas (NBS, 2020) suggest the home language environment is not providing structured reading experiences for children in partnership with their schooling
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