Enhancing mathematics word problems for young learners using storytelling pedagogy

Abstract

This study focused on enhancing mathematics lessons on word problems using storytelling pedagogy. A quasi-experiment with a pretest-posttest design with a control group was adopted. The study purposively selected 120 primary two learners as participants for the study. Mathematics achievement test on word problems of adding up to 100 (with a Kuder-Richardson reliability coefficient of 0.73) was the instrument for data collection. The data collected were analysed using SPSS version 20.0 software in two descriptive (mean and standard deviation) and inferential statistics (ANCOVA). The results revealed that the mean achievement score of young learners who learnt word problems of adding up to 100 using storytelling pedagogy was significantly higher than those taught using the conventional chalk-and-talk teaching method (without storytelling), implying that storytelling is very effective in enhancing performance in mathematics word problem-solving lessons. This study also revealed that the mean achievement score of learners using storytelling as a pedagogy was not significantly influenced by gender. It was recommended, among others, that the storytelling technique be employed in lower primary schools to enhance the mathematics achievement of learners.