Effects of Storytelling Effects of Storytelling and Problem-Based Teaching Strategies on Academic Achievement in Mathematics Word Problems among Middle Basic Pupils in Oyo South Senatorial District, Nigeria

Source abstract

The persistent challenges associated with pupils’ underachievement in Mathematics word problems have been largely attributed to ineffective instructional approaches and variations in learning environments. This study examined the effects of two teaching strategies (Storytelling and Problem-based) on Middle Basic pupils’ academic achievement in Mathematics word problems in Oyo South Senatorial District, Nigeria. One hypothesis was formulated and tested at 0.05 level of significance. This study was anchored on Constructivist Learning Theory. A quasi-experimental research design was adopted, while the population comprised 142,860 Middle Basic pupils in Oyo South Senatorial District, from which 85 pupils were selected using intact classes from selected public and private schools. A Middle Basic Mathematics Word Problems Achievement Test (MBMWPAT) (KR-20 = 0.79) and Instructional Guide for Teaching and Learning Middle Basic Mathematics Word Problems based on the treatments (storytelling, problem-based and traditional teaching strategies) adopted for this study. Data were analyzed using Analysis of Covariance (ANCOVA). There was a significant effect of treatment on Middle Basic pupils’ academic achievement in Mathematics word problems (F(2, 81) = 6.467, p < 0.05, partial η² = 0.138). The study concludes that storytelling and problem-based teaching strategies significantly enhance pupils’ achievement in Mathematics word problems. It therefore recommends the integration of these learner-centered instructional approaches into Mathematics teaching.