Evidence of gender equity in pupils’ achievement in phonics, when exposed to adult and children-generated illustrations

Abstract The study examined evidence of gender equity in pupils achievement in phonics, when exposed to adult and children-generated illustrations in Njikoka Local Government Area of Nigeria. The study employed a non-equivalent quasi‐experimental 2 x 2 factorial research design. Some 158 primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were tested. The data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for the mode of illustration on pupils’ achievement in phonics F(1,153) = 21.315, p=.000; there was no significant main effect of gender F(1,153) = 1.082, p =.300, and there was no significant interaction effect of mode of illustration and gender F(1,153) = .701, p =.404. The study recommended that since the children-generated illustrations were more effective in teaching phonics and enhancing pupils achievement in phonics, the Ministries of Education should ensure that textbook authors incorporate children-generated illustrations in the instructional materials for pupils in primary schools. Mode of illustration had no differential effects on male and female pupils achievement in phonics. As such the present system of teaching both males and females in the same class should be encouraged. Authors and publishers of children’s books should engage pupils’ in illustrating their books.