Jolly Phonics and Word Recognition among Second-Grade Libyan Pupils: A Comparative Ex Post Facto Study
Keywords:
Jolly Phonics, synthetic phonics, word recognition, oral word reading, Libyan EFL pupils, ex post facto designAbstract
This study examined differences in word-recognition test scores between second-grade pupils who had been taught using Jolly Phonics and pupils who had been taught using a traditional approach in two Libyan schools. The sample consisted of 60 pupils: 30 from a private school using Jolly Phonics and 30 from a public school using the traditional approach. The study employed a quantitative, non-experimental ex post facto design. Data were collected using a 30-word oral reading test based on first- and second-grade textbooks. The reported results indicate that the Jolly Phonics group obtained a higher mean score than the traditional-method group. However, because the groups came from different schools and no pre-test was administered, the observed difference cannot be attributed to the teaching method alone. School-level differences and pre-existing differences between pupils may also have influenced the results. The statistical results should be verified against the original pupil-level dataset before publication
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