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 StudiesAbstract
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.
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