Evaluating teachers' phonological awareness strategies for enhancing communication skills in senior high school students

Abstract

This study investigates the phonological awareness strategies (PAS) employed by English language teachers in senior high schools in Cape Coast to improve students' communication skills. Quantitative data was collected from 49 English Language teachers across the 10 ten Senior High schools for the study using a descriptive survey design. Descriptive statistics and Spearman correlation analyses were conducted to test the relationships between variables. The results indicated the frequent use of pronunciation drills (M = 4.19, SD = 0.66) and group activities (M = 4.12, SD = 0.59), with teachers perceiving significant improvements in students' phonological awareness (M =4.0, SD = 0.62), Student feedback and group activities (M =4.05, SD = 0.58) and speaking skills (M =3.95, SD = 0.49). However, student confidence remained moderate (M = 3.84, SD = 0.81). Key challenges included large class sizes (M = 3.86, SD = 1.17), insufficient curricular time (M = 3.72, SD = 1.12), and varying English proficiency levels (M = 4.00, SD = 1.27). A significant positive correlation emerged between PAS usage and perceived impact (r = 0.456, p < 0.01). The study recommends that policymakers and institutions prioritise teacher training programs and resources to improve the implementation of phonological awareness strategies in senior high schools in Ghana.

Keywords

• Phonological Awareness Strategies
• Communication Skills
• Teachers
• Students
• Senior High Schools.

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