Tales as tools: The power of storytelling strategy in the Mathematics classroom

Abstract

Disseminating tales and acquainting opinions are all attributes of a good story; some of its benefits are interest improvement, retention enhancement and nervousness reduction. This study investigated the power of storytelling strategy in Mathematics classrooms. A pre-test, post-test, control group quasi-experimental research design was employed. One hundred and fifty (150) Junior Secondary School two (JSS 2) students from two purposively selected secondary schools in Ijebu-Ode Local Government Area of Ogun State constituted the sample for the study. Three instruments were used in the study. Three hypotheses were tested and data collected were subjected to Analysis of Covariance (ANCOVA) at 0.05 level of significance. Results revealed that storytelling strategy was effective in enhancing students' achievement in Mathematics F(1,145) = 52.502; P < 0.05; n2 = 0.266). Meanwhile, there was no significant main effect of gender on students’ academic achievement in Mathematics (F(1,145) = 1.893, P = 0.171) and there was no significant interaction effect of storytelling strategy and gender on students’ academic achievement in Mathematics F(1,145) = 2.562; P = 0.112). The story concluded that storytelling is a way to teach Mathematics to a class of Junior Secondary School students. It was recommended that teachers could incorporate storytelling strategy into Mathematics classrooms in order to enhance students' academic achievement.