Methodological challenges faced by teachers using the Phonic, Analytic, and Synthetic (FAS) method in primary schools in Nicaragua

Abstract

This article presents a study on proficiency in the Phonic, Analytic, and Synthetic (FAS) method in teaching reading and writing in primary schools in Nicaragua, specifically in the first pedagogical unit of primary education in San Juan del Río Coco. The objective of the study was to determine the methodological challenges faced by teachers when implementing the Phonic, Analytic, and Synthetic (FAS) method in primary schools in Nicaragua. The research had a quantitative, cross-sectional approach and was based on the positivist paradigm. The population consisted of 100 teachers, of which the sample was made up of 88. The main data collection methods included questionnaires and a semi-structured test. The main results of the study showed that 80% of teachers have mastered the stages of the FAS method and 20% face challenges in its application. Difficulties were also identified among teachers in integrating all components of the method, especially in schools with limited resources. In addition, there is a lack of teaching materials and teacher training, which complicates the process of adapting the methodology to the individual needs of students. The main conclusion of the study is that the FAS method is effective when there are trained teachers and sufficient educational resources. Finally, the study highlights the importance of systematic teacher training, support for educational institutions, and the provision of necessary materials.