EFFECT OF RHYMES ON PUPILS' ACADEMIC ACHIEVEMENT AND LEARNING RETENTION IN LITERACY IN KANO STATE, NIGERIA

Abstract

This experimental research aimed to examine the influence of incorporating rhymes into literacy instruction on the learning retention and academic achievement of pupils in Kano State, Nigeria. The study adopted a pretest-posttest control group design and involved 103 pupils (50 in the experimental group and 53 in the control group) selected from primary schools within Kano State. The experimental group received instruction enriched with rhymes, while the control group received conventional instruction. By employing t-tests for comparative analysis of the mean scores between the two groups, the findings revealed that pupils exposed to rhymes during instruction exhibited significantly improved learning retention and academic achievement when compared to those exposed to traditional instruction. This suggests that the incorporation of rhymes in literacy instruction positively impacts pupils' learning outcomes. The implications of these results underscore the advantages of integrating rhymes into literacy education. Such an approach can effectively enhance pupils' engagement and comprehension, contributing to improved learning retention. Moreover, the findings advocate for the adoption of interactive and engaging teaching methods, such as the use of rhymes, to foster a conducive learning environment. In the context of Kano State, Nigeria, where educational resources may be limited, the incorporation of rhymes represents a cost-effective and culturally relevant strategy for promoting effective literacy instruction and academic success among pupils. These findings serve as a valuable resource for educators and policymakers, highlighting the potential of innovative teaching approaches to advance educational outcomes in the region.