Correlational Assessment of Phonological awareness and Academic Achievement in English, Social Studies and Basic Science among Basic Eight Students in Kaduna State, Nigeria

Abstract

Grounded in the Phonological Processing Theory (Torgesen & Wagner, 1987), which posits that efficient cognitive processing of sound structures is foundational for literacy, this study investigates the correlation between phonological awareness (PA) and academic achievement across three core subjects. The research was conducted among 255 Basic Eight students in Kaduna State, Nigeria, a multilingual context where English is the primary medium of instruction. Employing a descriptive correlational design, data were collected using a standardized Phonological Awareness Test and validated end-of-term examinations in English Language, Social Studies, and Basic Science. Pearson Product-Moment Correlation analysis revealed a statistically significant, very strong positive relationship between students' PA scores and their achievement in English Language (r = .82, p < .001). Further, strong and moderate positive correlations were found with achievement in Social Studies (r = .75, p < .001) and Basic Science (r = .68, p < .001), respectively. These findings affirm the central tenet of the theoretical framework, demonstrating that phonological awareness is not merely a skill for learning to read but a fundamental cognitive processor that underpins academic success across the curriculum. The study concludes that deficits in PA can create a significant bottleneck to knowledge acquisition in content-area subjects. Consequently, it is recommended that educational interventions designed to improve overall academic outcomes in junior secondary schools must integrate systematic, targeted support for this foundational skill.