Effects of Storytelling and Retelling on Academic Performance of Primary School Pupils across the School Curriculum in Ekiti State
Keywords:Storytelling and Retelling, Performance, Pupils, Basic Science, Social Studies
This study examined the effects of storytelling and retelling on academic performance of primary school pupils across the school curriculum in Ekiti State. The purpose of the study was to investigate the effects of storytelling and retelling and on the performance of primary school pupils in Basic Science Technology and Social Studies in Ekiti State. The study used a quasi-experimental pretest-posttest design. A randomly selected sample of 120 pupils responded to Basic Science Performance Test (BSPT) and Social Studies Performance Test (SSPT) which was generated to guide this study. The data generated were analyzed using descriptive analysis and t-test statistics. Hypotheses generated were tested at 0.05 level of significance. The findings of the study revealed that there is significant difference between the pretest and posttest mean scores of the pupils’ performance in both Basic Science Technology and Social Studies. It was also revealed that there was significant difference between the posttest means scores of pupils exposed to storytelling and retelling strategy of teaching. This implies that storytelling and retelling has effects on the performance of primary school pupils across the school curriculum. Based on the findings of this study, it was recommended that teachers should be encouraged to embrace the use of storytelling and retelling in the teaching of curriculum contents in primary schools, teachers should be allowed to attend workshop that could enhance and improve their knowledge on the use of the strategy in teaching and an enabling environment should be created for the proper use of the strategy in teaching learning situation in primary schools.
Alna, O. (2000). The importance of oral storytelling in literacy development.The Ohio Reading Teacher, 31(1): 15-18.
Baker, A. ,& Greene, E. (2010). Storytelling: Art and technique. R. R. Bowker: New York.
Ellis, B. F. (2000). Why tell stories? Storytelling Magazine, 9(1): 21-23.
Erikson, M. (2009). Why stories? School arts, 94(7): 38-39.
Fikriah. R. 2016. Using the storytelling technique to improve English speaking skills of primary school students, in English Education Journal (EEJ), 7(1), 87-101
Hibbin, R. (2016). Oral storytelling, speaking and listening and the hegemony if literacy: Non-instrumental language use and transactional talk in the primary classroom. Changing English, 23(1), 52–64.
Hakkarainen, P. & Vuorinen, M.-L. (2018). Narrative learning of literacy. In M. Fleer & B. van Oers (Eds.), International handbook of early childhood education, Volume I (pp. 251–267). Dordrecht, the Netherlands: Springer.
Hapgood, S. &Pallincsar, A.S. (2007).“Where Literacy and Science Interest Intersect”.Education Leadership, 64 (4): 56-60.
Jegede, O.B., Onukaogu, C.E., Inyang, S. &Arua, A.E. (2003).“Some Strategies for Comprehending the Written Text”.In C.E. Onukaogu, A.E. Arua& O.B. Jegede (Eds.), Teaching Reading in Nigeria: A Guidebook to Theory and Practice(Pp. 133-194). Newark: International Reading Association.
Labbo, L. D. & Field, S. L. (2010).Telling the Story of place, Time, and Culture with Photograph, Literature and Artifact.73: 177- 182.
Mariah B. (2017). Children Story Time Tips. Childhood Education, 64,(5): 293-298.
Mauro D. (2006). Storytelling as a Method ESL Teaching. Teaching k-8, 27(5): 58 59.
Maulany,D. 2017. The use of project-based learning in improving the students speaking skill (A classroom action research at one of primary schools in Bandung), in Journal of English and Education, 1(1), 30-42.
Morais, C. 2015. “Storytelling with Chemistry and Related Hands-on Activities: Informal Learning Experiences to Prevent ‘Chemophobia’ and Promote Young Children’s Scientific Literacy.” Journal of Chemical Education 92 (1): 58–65.
Sarah L. (2016). The Power of Storytelling in the classroom: Some theoretical thoughts. Storytelling World, 9: 7-9.
Silva, M. (2017). The contribution of narrative to early reading comprehension. In S. Garvis & N. Pramling (Eds.), Narratives in early childhood education: Communication, sense making and lived experience (pp. 119–129). London: Routledge.
How to Cite
Copyright (c) 2022 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Archives of Educational Studies (ARES), published by Department of Educational Studies, University of Okara, Pakistan is licensed under a Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit: https://creativecommons.org/licenses/by/4.0/