IMPACT OF TEACHERS’ USE OF FOLKTALES ON THE PERFORMANCE OF PUPILS IN READING COMPREHENSION IN PRIMARY SCHOOLS IN KADUNA STATE, 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 “A” and school “B” in Kaduna North Local Government Area. School “A” was assigned as the experimental group while school “B” was assigned as the control group. Both 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. Based 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. Article visualizations: