The Effectiveness of Jolly Phonics on Reading and Writing Skills Achievements: A Case Study at IKS, Ain Zara, Tripoli

Abstract

This study examines the effectiveness of the Jolly Phonics method in building early literacy skills among third-grade pupils at International Knowledge School in Ain Zara, Tripoli. A quasi-experimental design was employed, involving an experimental group taught using the Jolly Phonics method and a control group taught through traditional approaches. Pre- and post-tests were administered to assess pupils’ achievement in reading and writing, and the data were analyzed using paired-sample and independent-sample t-tests. Findings showed that the experimental group achieved greater enhancements in reading and writing skills than the control group, indicating that Jolly Phonics is effective in enhancing early literacy development. The study recommends integrating Jolly Phonics into primary curricula and promoting phonics-based instructional practices to improve English language learning outcomes. Future research is encouraged to include larger and more diverse samples and investigate the long-term impact of phonics-based instruction.