IMPACTS OF DIGITAL STORYTELLING STRATEGIES ON INTEREST, READING FLUENCY AND COMPREHENSION OF PUPILS WITH READING DIFFICULTIES IN SOKOTO STATE, NIGERIA
IMPACTS OF DIGITAL STORYTELLING STRATEGIES ON INTEREST, READING FLUENCY AND COMPREHENSION OF PUPILS WITH READING DIFFICULTIES IN SOKOTO STATE, NIGERIA
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Date
2018-08
Authors
GARBA, UMARU
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Abstract
Fluency and Comprehension of Pupils with reading difficulties (PURED) in Sokoto State,
Nigeria. The major problem of the study was the predominant use of conventional
instructional method in teaching reading skills to primary school pupils in the study area
irrespective of their learning condition. The study has a sample size of 94 pupils drawn from
two primary schools. Static Group Pre-test and Post-test research design was employed for
the study. Five research questions were asked, and five null-hypotheses were formulated
and statistically tested at α=0.05 level of significance. t-test related, and independent
samples were employed to test the null-hypotheses. Ten reading passages were selected and
then converted into multi-modal forms of Digital Storytelling in form of Mp3 audio, Mp4
video and subtitles. U.G. Third Person Approach for Teacher-Generated (Content-Based)
Digital Storytelling was used for the text conversion using Pinnacle Studio 19. The study
finds that, significant difference was found in the level of reading interest between pre-andpost-
tests of pupils with reading difficulties exposed to DSTS. Significant difference was
also noted in the level of reading comprehension of PURED between urban and rural
schools. However, the study finds that no significant difference exists in the levels of
reading fluency between gender and school locations of the pupils exposed to digital
storytelling strategy. No significant difference was also noted in the level of reading
comprehension between boys and girls exposed to digital storytelling in the study area.
Consequently, the study concludes that, Digital Storytelling strategy has the potential to
influence the interest of PURED to actively participate in their reading activities. The
strategy also enhanced the reading fluency and comprehension of the participants across
gender and school location. This has broken a new ground that the strategy is amiable to
both gender and location of pupils with reading difficulties in the study area. Similarly, the
screening batteries of the study has proven capable for screening pupils with reading
difficulties for any possible intervention. Finally, the strategy has proven to be an inclusive
learning strategy that could be deployed to provide equal access to teaching and learning in
an inclusive classroom setting. In this view, DSTS is recommended to stakeholders in early
grade reading programme intervention in the public primary schools, to cater for pupils with
reading difficulties. The study also recommends that; primary school administrators should
encourage their teachers to pursue additional Multimedia literacy skills through in-house
staff training. Equally, the study recommends the Curriculum developed by this study to
National Educational and Research Development Council (NERDC) for possible
adaptation. It is also recommended that Nigerian teacher training institutions should
establish Digital Multimedia Laboratory as a human development centre to prepare teachers
for the use of emerging digital media as instructional tools to carter for PURED. Lastly,
Publishers of primary schools English reading materials should think of converting their
books into multimedia formats for the benefits of teaming populations of pupils with
reading difficulties in Nigeria.
Description
A THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES,
AHMADU BELLO UNIVERSITY, ZARIA
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD
OF
DEGREE OF DOCTOR OF PHILOSOPHY IN TEACHING ENGLISH AS A
SECOND LANGUAGE (PhD, TESL)
AT DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION,
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY, ZARIA
Keywords
IMPACTS,, DIGITAL STORYTELLING STRATEGIES,, INTEREST,, READING FLUENCY,, COMPREHENSION,, PUPILS,, READING DIFFICULTIES,, SOKOTO STATE,, NIGERIA