European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.190298
Volume 2│Issue 11│2016
IMPACT OF TEACHERS’ USE OF FOLKTALES ON THE
PERFORMANCE OF PUPILS IN READING COMPREHENSION
IN PRIMARY SCHOOLS IN KADUNA STATE, NIGERIAi
Hanna Onyi Yusufii
Dr., Department of Educational Foundations and Curriculum,
Faculty of Education, Ahmadu Bello University, Zaria, Nigeria
Abstract:
The study aimed at investigating the impact of teacher s use of folktales on the
performance of pupils in reading comprehension in primary schools in Kaduna,
Nigeria. The sample of the study consisted of forty (40) primary four pupils from two
randomly selected primary school, tagged, school “ and school ” in Kaduna North
Local Government “rea. School “ was assigned as the experimental group while
school
”
was assigned as the control group. ”oth groups were taught reading
comprehension for eight weeks. A pre-test post-test experimental design for equivalent
groups was used. Pupils were tested using reading comprehension test called retelling
test. Results showed that the experimental group outperformed the control group. This
indicates that the use of folktales by teachers in reading comprehension may have a
significant positive effect on pupils reading comprehension. ”ased on the findings, it
was recommended among others, that teachers should use folktales to enrich their
reading comprehension lessons and to make such lessons more lively, interesting and
meaningful. The reading component of the English Language Curriculum should be
organized around stories that are deeply rooted in core values of the society. The
curriculum should include reading comprehension passages that are based on folktales
that teach moral lessons. Such moral lessons should be deeply rooted in the core values
of the society.
Keywords: folktales, reading, comprehension, performance, primary, pupils, impact
Paper presented at the International Conference on Quality in Higher Education held on 24th – 25th
November 2016 at Sakarya University, Turkey
i
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Hanna Onyi Yusuf IMPACT OF TEACHERS’ USE OF FOLKTALES ON THE PERFORMANCE OF PUPILS IN
READING COMPREHENSION IN PRIMARY SCHOOLS IN KADUNA STATE, NIGERIA
Introduction / Background to the study
Reading is a fundamental language skill. It is also a highly complicated act that a
combination of many skills and processes. Through reading, one can teach writing,
speaking, vocabulary items, grammar, spelling and other language aspects. The basic
goals of reading are to enable students to gain an understanding of the world and
themselves, to develop appreciation and interests, and to find solutions to their
personal and group problems.
Unfortunately, this important and fundamental language skill is not properly
taught, by teachers in primary schools in Nigeria. Oyetunde (2009), Yusuf (2014 and
2015) claim that in some English classes, the announcement of a reading comprehension
lesson or period elicits murmuring and grumbling from students as they envision the
long time it will require, the laborious task of looking up words meanings in the
dictionary. What makes matters worse is that after all the time and efforts; students fail
to comprehend the text. Most English as second language students, are often unable to
comprehend a written text effectively (Yusuf, 2015). Hence the need to undertake this
study. Any effort geared towards improving the reading comprehension of students is
neither wasted nor misplaced. Perhaps, the outcome of this research could motivate
students to read and improve their reading comprehension.
The benefits of folktales or storytelling in Education are being discovered as
research in this area continues to grow. According to Milford (2007) when a component
of art such as folktales or storytelling is integrated into the reading curriculum, students
experience more meaningful learning. They are more actively involved with the text.
The use of storytelling has been linked to improved literacy and language development.
When children participate in storytelling, it can increase reading comprehension (Bayly,
2007). They learn to listen to stories, they must visualize the setting, character, problems
and other parts of a story. These comprehension skills must be acquired and applied
when students are reading in order to gain understanding (Milford, 2007).
Folktales or storytelling began with the advent of civilization. Generations heard
and experienced the power of the word through oral expression. Oral interpretation
gave way to the written word when cave paintings, and stone tablets, became the
means of conveying and preserving the story. It was not until the end of the middle
ages, when Gutenberg invented the printing press that the common person was
instructed to read the written word. Prior to that time, folktales or storytelling was the
primary source of the literary instruction and entertainment (MacKinney, 1996).
However, to date only limited research has been done on the effects or impact of
storytelling on children s learning in Nigeria.
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Hanna Onyi Yusuf IMPACT OF TEACHERS’ USE OF FOLKTALES ON THE PERFORMANCE OF PUPILS IN
READING COMPREHENSION IN PRIMARY SCHOOLS IN KADUNA STATE, NIGERIA
The importance of folktales or storytelling has been demonstrated in the results of over
75 years of educational research (Wood, 1994). Gold and Gibson (2001) emphasize that
storytelling is the foundation of literacy development. They also state that storytelling
demonstrates the relationship between the printed word and meaning and invites the
listener into a conversation with the author. Trelease (1994) says that folktales or
storytelling fosters the desire to read independently. It is like a TV or radio advert for
literature. Folktales or storytelling time encourages children to grow as readers and
broadens the types of literature they choose to read. The single most important activity
for building knowledge required for eventual success in reading, is reading stories
aloud to children (Anderson et al., 1985). Moreover, Beach (1993) states that oral
reading instruction is a legitimate part of the developmental reading programme and
can offer benefits of increased fluency, comprehension, and vocabulary. It is obvious
from the foregoing that researchers seem to agree that as long as teaching exists,
folktales or storytelling should be incorporated in the curriculum, regardless of the
students ages.
Rog
states that reading stories aloud mean to develop children s concepts
about print, story structure, and other elements of text and provides the child with a wealth of
information about the processes and functions of written language . It develops children s
attention span and listening skills (Dragan, 2001). Reading stories aloud to children
gives them new understandings on various subjects that they encounter only through
books (Terblanche, 2002).
In addition, Needlman (2004) asserts that there are many good reasons to read
folktales or stories aloud to students. These include: reading together is fun; reading
aloud keeps interest high; reading aloud is especially important if your child is having
difficulty learning to read; reading aloud builds listening skills; reading aloud builds
vocabulary; stories are the building blocks of imagination and stories help teach
character. Moreover, Rippel (2006) indicates that reading aloud to students has many
benefits. Some of these benefits are hearing stories read aloud expands the students
vocabulary; through read-aloud stories, students can learn about many different topics:
science, history, geography, etc. the student s attention span increases as he/she sits still
for an interesting story; through hearing well-written stories being read aloud, students
are absorbing proper grammar and word usage and when teachers read with their
students, they are modeling an important skill for them.
In the current environment of research-based practices, many educators may be
skeptical about allowing the use of a new educational tool until the effect of that tool
has been clearly documented through quantitative research. This study investigates the
impact of teacher s use of folktales on the performance of pupils in reading
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Hanna Onyi Yusuf IMPACT OF TEACHERS’ USE OF FOLKTALES ON THE PERFORMANCE OF PUPILS IN
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comprehension in primary schools in Kaduna, Nigeria. This is an issue previous studies
conducted in Nigeria, have not tackled properly. To the best knowledge of the
researchers, this is the first time a research of this nature is being conducted to
determine whether or not reading comprehension significantly improves when pupils
are told folktales or stories by the teacher.
Review of related literature
A folktale is a popular story that was passed on in spoken form from one generation to
the next. Usually, the author is unknown and there are often many versions of the tale.
Folktales comprise fables, fairy tales, old legends and even urban legends. Folktales or
storytelling to children builds the foundation of literacy learning. According to Fisher
and Medvic (2003), the more folktales or stories students are exposed to, the more
opportunities they will have for hearing rich language, learning new vocabulary,
grasping story structures, and developing of love of reading. They also suggest that
students who are consistently exposed to storytelling gain skills that prepare them for
reading. Moreover, they noted that during storytelling, students are more attentive and
relaxed, yet highly focused.
Numerous scholars believe children can benefit from listening to folktales
storytelling (Alna, 1999; Isbell et al., 2004). Kim (1999), stated that storytelling today is
increasingly recognized as having important theoretical and practical implications . One of the
reasons for using the technique of folktales or storytelling in the classroom is that it
allows the modeling of language patterns. Learners can imitate the structure and the
sounds they hear. Kim (1999) explained that while the teacher is reading, he/she can
infuse the syntactic order of the written language with pitch, juncture, stress and other
paralinguistic cues that contribute to the interpretation of the passage. Imitation of the
sounds has a direct bearing on the increased vocabulary that is a result of hearing
stories and poems. He also states that hearing words in context adds to the number of
meanings in a learner s receptive vocabulary and gives the listener alternative ways to
express him/her.
Alna (1999) indicates that 4th- through 6th-grades have demonstrated children
who are read aloud to on a regular basis over a period of several months show
significant gains in reading comprehension, decoding skills, and vocabulary. It was also
found that all children benefited significantly as compared to the control groups, who
were read to only occasionally or not at all.
Wood (1994) emphasized that teachers should read stories to their students.
Because as the teachers are reading to their students, the students get a better feel for
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Hanna Onyi Yusuf IMPACT OF TEACHERS’ USE OF FOLKTALES ON THE PERFORMANCE OF PUPILS IN
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the language and its structure. Teacher s reading to the students is also a motivation
enhancer the reader s enthusiasm and animated mood are infectious.
Trelease (1994) found that students who had a story read aloud to them by the
teacher and then asked to complete several artistic assignments produced more creative
work than their counterparts who saw the movie version of the same story. The read-to
students used visual imagery to create scenes and characters, while the others tended to
regurgitate what they had viewed on the screen whether it was image created in their
mind or not.
Alna (1999) studied the effect of systematic storytelling aloud on language
comprehension and language production of pre-school and first grade children. The
findings of the study showed that listening to stories read aloud helps students develop
the habit of listening and at the same time gives them specific training in
comprehension through exposure to the interesting and meaningful content of the
stories.
Mackinney (1996) investigated the effect of the teacher s reading aloud on the
reading comprehension of EFL student s reading a story. Seventy-five students
participated in the study. The experimental group had a story read aloud to them by the
teacher, whereas the control group read the story silently. Two dependent measures
were used: a multiple-choice test and a story frame test. Results showed that the
experimental group outperformed the control group on both measures. This indicated
that reading aloud by the teacher may have a significant positive effect on learners
reading comprehension.
Rippel (2006) investigated the relationship between storytelling and reading
comprehension. The findings of the study indicated that storytelling positively affected
the subjects reading comprehension.
Terblanche
examined fourth graders responses to a story presented in
three different delivery systems: read independently, read aloud, and told as a shared
storytelling experience. The findings of the study indicated that using the oral delivery
systems of read-alouds and storytelling provokes more positive responses than does
independent reading. Moreover, students in the read aloud treatment group made
more interpretational responses. More free responses came from the storytelling group
indicating that storytelling as a mode of delivery may generate more conversation
about literature than reading independently.
Queini et al. (2008) conducted a 10 weeks study with fifty three 5–6 year-old
kindergarteners to investigate the effect of read-aloud on children s vocabulary
development and comprehension skills. The read-aloud strategy consisted of two
teachers reading storybooks to children and explaining unfamiliar words. The teachers
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Hanna Onyi Yusuf IMPACT OF TEACHERS’ USE OF FOLKTALES ON THE PERFORMANCE OF PUPILS IN
READING COMPREHENSION IN PRIMARY SCHOOLS IN KADUNA STATE, NIGERIA
engaged children in meaningful discussions about the text, involving logical and critical
thinking. Data were collected through observations, conferences with children and
children s writing samples. Findings revealed gains in children s vocabulary and
comprehension skills.
The present study is aimed at of investigating the impact of folktales or
storytelling on pupils reading comprehension in Kaduna State, Nigeria, since literature
search revealed a dearth of empirical data from Nigeria in this specific study area.
Objectives of the study
To determine the impact of teacher s use of folktales on the performance of pupils in
reading comprehension in primary schools in Kaduna, Nigeria.
Research Question
What is the impact of teacher s use of folktales on the performance of pupils in reading
comprehension in primary schools in Kaduna, Nigeria?
Research Hypothesis
Teacher s use of folktales has no significant impact on pupils performance in reading
comprehension in primary schools in Kaduna, Nigeria.
Methodology
The study was carried out in two randomly selected public primary schools in Kaduna
North Local Government Area. A pre-test post-test experimental design was used for
the study. Two primary four intact classes were used for the study. Each group was
randomly assigned to either control or experimental group. Both groups were exposed
to eight (8) weeks of teaching.
However, the pupils of the control group were not exposed to folktales during
the course of teaching. Both groups were subjected to a reading comprehension pretest
before the commencement of the experiment and the same test was administered as a
post-test immediately after the treatment.
The population of the study consisted of all primary school pupils in Kaduna
North Local Government Area. The sample of the study consisted of 40 primary 4
pupils from two intact classes. The two classes were assigned as experimental and
control group in each of the respective schools.
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In order to answer the question of the study, the present researcher chose a
number of folk stories from Tales by moonlight stories, which contains some moral
lessons. The stories were chosen according to length and difficulty level. The more
complex structure the story included, the more difficult it was considered. The
researcher also developed a 25-item-multiple choice test on four reading passages. The
test items had four choices only one of which is correct. The pupils were instructed to
read the reading passages, one at a time, answer the questions by circling the correct
choice. The test included items dealing with vocabulary questions, understanding
certain grammatical constructions and reading implied meaning by the passage. In
scoring, pupils performance was computed out of
allotting four points for each
correct answer and (zero) for each wrong answer. The time interval between the pretest and the post-test was eight weeks, a period long enough to minimize the effects of
the pre-test on the results and the conclusions of the experiment. The test was designed
and administered by the researcher. An independent-sample T test was used to
measure the gain scores of both groups on the pretest and then on the post-test. A OneWay Analysis of Covariance (ANCOVA) was used to measure the gain scores of the
subjects in order to eliminate any possible differences between the two groups on the
pre-test.
The usability of the test was tested through pilot study of 10 pupils who were
excluded from the sample. The reliability coefficient of the test calculated using
Cronbach-Alpha was 0.85.
Treatment
Teacher encourages pupils to build personal relationships in pairs and in groups
as folktales are being read aloud to them.
telling pupils lots of stories with moral lessons.
basis.
world.
Teacher provides daily opportunities to pupils for language development by
Teacher creates opportunities for pupils to interact regularly on a one to one
Teacher challenges pupils to think, talk and explore their knowledge of the
Teacher provides support to pupils as they develop language and learning
strategies necessary to articulate and extend their interactions with the world.
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Sample Lesson Plan
Step 1:
Teacher introduces the lesson by telling pupils that she is going to tell
them a folktale title the disobedient daughter who married a thief .
Teacher tells pupils Once upon a time… pupils response Time
Step 2:
time .
Step 3:
Teacher proceeds to tell pupils the folktales. She tells pupils the
beginning part of the story.
Step 4:
As teacher tells the story, she stops intermittently to ask pupils what
they think about what she has told them so far.
Step 5:
Teacher continues to tell the story and pauses at intervals to ask pupils
to predict what will happen next or how the story will end.
Step 6:
As teacher tells the story, she makes sure she is creative, she sings,
shows facial expressions, changes in tone of voice etc
Step 7:
Teacher encourages pupils to pair up or form smaller groups where
each child is given opportunity to act as the story teller.
Step 8:
Teacher goes round to ensure that each pupil is actively involved.
Step 9:
Teacher asks pupils questions based on the story that was told.
Step 10:
Teacher concludes the lesson by telling pupils to draw pictures of
their favorite character.
Data Presentation and Analysis
The hypothesis for this research which states that teacher s use of folktales have no
significant impact on the performance of pupils in reading comprehension in primary
schools in Kaduna was tested at 0.05 level of significance. The data were collected
through a pretest treatment – post-test design for equivalent groups and analyzed via
the statistical packages SPSS.
The aim of the study was to evaluate the impact of teachers folktales on pupils
reading comprehension in primary schools in Kaduna. It compares the use of folktales
with the traditional method. The researcher hypothesized that there was no significant
difference in the performance of pupils taught using folktales and those taught using
the traditional method. This hypothesis was tested at 0.05 level of significance.
An independent-sample T test was used to determine whether there is a
statistically significant difference between the performances of the two groups on the
pretest. Table 1 represents the results.
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Table 1: Results of the T test of the means of the performance of the two groups on the pre-test
Pretest
Group
N
Mean
Standard deviation
T
Sig
Control group
20
11.62
3.15
0.072
0.941
Experimental group
20
11.54
2.93
Table 1 shows that the difference between the performance of both groups on the pretest is not statistically significant at ᾳ =
. 5. Thus, since there is no statistically
significant difference between the control and experimental groups on the pretest, the
two groups were assumed equivalent. Another independent-sample test was conducted
to determine whether or not there is a statistically significant difference between the
two groups performance on the post-test.
Table 2: Results of the T test of the means of the performance of the two groups on the post-test
Posttest
Group
N
Mean
Standard deviation
T
Sig
Control group
20
24.94
2.24
6.95
0.391
Experimental group
20
28.39
1.63
Table 2 shows that there is a statistically significant difference at a =0.05 between the
performance of the experimental group and that of the control group on the post-test in
favor of the experimental group. This indicates that using folktales to teach reading
comprehension to pupils in primary schools has a positive impact on students
performance. The mean score for the experimental group on the post-test was 28.20
while that of the control group was 24.21. Moreover, in spite of the fact that the
difference between the performance of the experimental group and the control group
on the pre-test was not statistically significant, to eliminate initial differences, a one-way
ANCOVA was carried out.
Table 3: Results of the test of between-subjects effects
Source
Sum of squares
Df
Means of squares
F
Sig
Pretest
56.676
1
3.15
22.651
0.000
Group
123.681
1
2.93
49.432
0.000
95.074
38
273.511
40
Error
Corrected total
Table 3 shows that there is a statistically significant difference between the experimental
group and the control group on the post-test. The performance of the experimental
group, measured by the difference between the pre-test and the post-test, was
significantly better than that of the control group.
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Discussion of Findings
The difference in the performance of the pupils as shown tables 1, 2 and 3 could be
attributed to using folktales in teaching reading comprehension. The experimental
group significantly improved in their reading comprehension ability than they already
have in a period of eight weeks. The improvement achieved by the control group
subjects, however, was not statistically significant. By comparing the results achieved
by the two groups, the researcher reached the conclusion that the improvement
achieved by the experimental group may have been attributed to the way they were
taught using folk tales.
Furthermore, the differences between the two groups may be attributed to many
other reasons. Firstly, using folktales or storytelling in teaching reading comprehension
is a novelty. This novelty may have encouraged the pupils in the experimental group to
participate actively and enthusiastically in class. Secondly, listening to stories read
aloud helped the pupils in the experimental group to develop healthy listening habits
and at the sometime paved the way to promoting comprehension through consistent
exposure to the interesting and meaningful content of the stories. The conditions
provided by the folktales or storytelling situation promoted total attention that led to
greater understanding of the content, which in turn led to improving comprehension.
The teacher s use of folktales allowed the pupils to recognize units of meaning.
With the continuous exposure to the stories, pupils learned to gradually realize that
they could achieve a higher level of comprehension by listening to larger meaningful
units rather than individual words. Constant listening to the teacher s language
behavior in the classroom helped the pupils realize the feelings, moods and emotions of
the characters in the texts, which helped enhance their overall comprehension of the
text.
Finally, this researcher believes that reading folktales aloud to pupils allows
them to become literate and motivates them to be active participants in the reading
process. This research indicates that using folktales at the primary school level will
produce positive results. The findings of this study concur with the results of the
studies conducted by Meyer (1995), Vivas (1996), Oyetunde (2009), Amer (1997), Yusuf
(2014, 2015) and Mackinney (1996). All of these studies showed that using folktales in
reading comprehension has positive effects that helped pupils improve their language
skills. They also found that reading folktales aloud does offer children certain
educational benefits.
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Conclusion
Based on the empirical evidence presented, the experimental group (i.e the group that
was exposed to folktales) performed better than the control group. The comprehension
of the pupils in the experimental group was greatly enhanced and improved. Teacher s
use of folktales stimulated pupils interest in the reading class. It stimulated discussion
and enhanced pupils self-confidence. It made even poor readers active in class. It gave
them the opportunity to show their abilities. Although it was only an experiment where
the control of all variables was not possible because of its nature. The study did
definitely show significant results stressing the value of the treatment.
Recommendations
Folktales should be included in the reading component of the English Language
curriculum for basic education in Nigeria.
Teachers should be encouraged to use folktales in their reading lessons. This
will help to stimulate pupils interest, build their listening and vocabulary skills.
Stories are the building blocks of imagination and they help to teach character.
This study should be replicated in other parts of Nigeria and other countries all
over the world. The sample size can be larger and the duration of the treatment
can be extended to 12 or 14 weeks. In addition, it would be interesting to
compare results across grade levels as well as gender.
This study may encourage further research, which in turn, may lead to the
enrichment of the field of reading methodology in general, and language
teaching and learning in particular.
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