THE EFFECTS OF DIGITAL STORYTELLING ON PUPILS' ACADEMIC ACHIEVEMENT AND LEARNING RETENTION IN LITERACY IN KANO STATE, NIGERIA
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Date
2023-11-01
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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.