Role Modeling in Storytelling for Promoting Reading Culture of Primary School Teachers in Selected Primary Schools in Ilorin-East Local Government Area, Nigeria

Abstract

This study investigates the effectiveness of role modeling and storytelling as strategies for improving the reading culture of primary school pupils. The poor reading habit among young learners has continued to affect literacy development and overall academic performance in many primary schools. This study adopted a mixed method quasi- experimental design that combines both qualitative and quantitative approaches A multistage sampling technique was used to select four primary schools in Ilorin-east Local Government Area. The study randomly selects 30 pupils per class, their teachers and parents purposively for interview and focus group discussion. A total of 248 participants (240 pupils, and 8 teachers) were sampled for this study. The study used questionnaire, classroom observation and interview guide to gather data. To ensure validity and reliability, the instruments were reviewed by experts in literacy education and educational research. The data from the questionnaire were analysed using descriptive statistics like frequency counts and percentage tables. Also, to ensure credibility and validity of findings, triangulation method was employed. The findings revealed that primary teachers are faced with challenges like lack of motivation, large class size, lack of interesting reading materials, and inadequate teachers training on integrating role modeling and storytelling to primary curriculum. It was recommended that teachers acting as role models should apply storytelling to reading and teaching method, and pupils should be encouraged to improve reading and learning ability.