The Effect of Brainstorming, Storytelling and Game-based Learning on the Academic Achievement of Pupils in Primary Schools in Nigeria - Oziegbe Okpeku, Timothy; Omonzuanvbo Ihonvbere, Julius
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Academic Paper from the year 2023 in the subject Pedagogy - Miscellaneous Topics, , language: English, abstract: The study examines the effect of brainstorming, storytelling, and game-based learning on the academic achievement of pupils in primary schools in Nigeria. The study employed a quasi-experimental non-equivalent posttest group design. Three intact classes were used for the study, which was made up of 109 pupils (that is, 52 pupils in the experimental group and 57 pupils in the control group) in the 2022/2023 academic year from the sixth grades in three randomly selected primary…mehr

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Produktbeschreibung
Academic Paper from the year 2023 in the subject Pedagogy - Miscellaneous Topics, , language: English, abstract: The study examines the effect of brainstorming, storytelling, and game-based learning on the academic achievement of pupils in primary schools in Nigeria. The study employed a quasi-experimental non-equivalent posttest group design. Three intact classes were used for the study, which was made up of 109 pupils (that is, 52 pupils in the experimental group and 57 pupils in the control group) in the 2022/2023 academic year from the sixth grades in three randomly selected primary schools. The 52 pupils were randomly assigned to the three experimental groups (brainstorming, storytelling, and game-based learning). The 57 pupils from the second arms of the same class and school were assigned to the three control groups (conventional teaching method). 25 structured items were used as an instrument for data collection. The instrument was subjected to construct validity by the expert judge. Cronbach¿s Alpha reliability coefficient was employed and a reliability coefficient Alpha of .83 was obtained. Mean, standard deviation, and multiple regression analysis were used to analyze the collated data. According to the United Nations Children¿s Fund Assessment (2023), three out of four primary school pupils in Nigeria are poor in literacy and numeracy subjects representing 75 percent of the total number of school children in Nigeria. This poor learning crisis in Nigeria has made several children unable to read or solve simple math problems at the primary school level. This difficulty in learning has not only hindered children¿s opportunities to learn literacy and numerical skills but it has also advanced as one of the factors responsible for out-of-school children in Nigeria based on drop-out rate. Experts cite reasons for the underachievement of pupils in Nigeria schools to include poor instructional pedagogies and didactics, class size, teacher-students ratio, school supervision, poor communication, and poor teaching and learning materials. Despite the efforts to rebuild basic education in Nigeria, pupils¿ academic achievement in primary schools in Nigeria is still low in terms of pupil¿s learning outcomes. Reports from the five-year basic common entrance examination conducted in Edo State, Nigeria revealed the percentage scores of pupils that scored credit and above in the examination as follows; 59.2% in 2018, 65.3% in 2019, 48.7% in 2020, 68.6% in 2021, and 51.4% in 2022.
Autorenporträt
BIOGRAPHY Dr. Timothy Oziegbe Okpeku was born in Okokomoiko, Ojo Local Government Area of Lagos State. He started his primary education at Okhide Primary School Uzebba where he obtained his primary school leaving certificate and proceeded to Uzebba Grammar School for his secondary education where he obtained his National Examination Council (NECO) certificate. He received his Bachelor¿s degree from Ambrose Alli University Ekpoma, Nigeria. He proceeded to the University of Benin where he obtained his Master¿s degree. He thereafter moved to his Alma Mata where he received his Doctor of Philosophy (Ph.D.) degree. As a student, he was a class prefect at Uzebba Grammar School, Uzebba-Iuleha, and later a class representative at the University of Benin. His hands-on research and pedagogical experience earned him the first graduate of his department's post-graduate degree program. He started his career as a teacher. Thereafter he joined the Edo State government public service as an industry officer at the Edo State Ministry of Commerce and Industry, Benin City, Nigeria. Due to his passion for Nigeria's education system, education policies and programs, curriculum reform, education equity, and student achievement gap, he was among the six post-doctoral scholars selected in Africa by the Government of the Republic of China (Taiwan) as African visiting scholars to the Republic of China (Taiwan). A transnational task that took him to the Republic of China (Taiwan) for one year (January-December, 2022). While in Taiwan, he was assigned to the National Taichung University of Education, to examine the strategic aspects of the Taiwanese educational system and lessons for Nigeria. His research interests cut across school politics, pedagogy, didactic, e-learning, education psychology, education leadership, education sociology, school system, education policy, curriculum design, educational equity, program evaluation, achievement gap, instructional technology, comparative education, vocational, technical education, and training. He has recently published 17 academic papers, 7 commentaries, 12 contributed postgraduate thesis/dissertations, and 5 academic seminar papers. Dr. Timothy O. Okpeku is a recipient of the Taiwan Fellowship Award.