Assessment of the Use of Storytelling as an Instructional Strategy in Teaching Mother-Tongue Language in Primary Schools in Anambra State

Storytelling is a culturally embedded instructional strategy with potential for enhancing oral language development and cultural transmission in primary school mother-tongue instruction, and its use in Igbo language teaching in Anambra State primary schools merits assessment. This study assessed the use and effectiveness of storytelling as a teaching strategy for Igbo language among Primary Four pupils in Nnewi South and Idemili North Local Government Areas, Anambra State, South East Nigeria. A quasi-experimental pre-test and post-test design was employed. Seventy pupils received storytelling-integrated Igbo language instruction and 70 received conventional textbook-based instruction over six weeks. Oral comprehension and vocabulary tests were administered before and after the intervention. Results showed that the storytelling group achieved significantly higher oral comprehension scores (mean 74.3) than the conventional group (mean 61.8, p < 0.001). Vocabulary test scores also favoured the storytelling group (p < 0.05). Classroom observation data showed higher pupil engagement levels during storytelling activities. Female pupils showed higher oral comprehension gains than males in the storytelling condition. The study concludes that storytelling is a highly effective strategy for Igbo language instruction in primary schools and recommends its formal incorporation into Anambra State primary curriculum guides, alongside storytelling methodology training for primary school Igbo language teachers. Keywords: storytelling, mother-tongue instruction, Igbo language, primary school, Anambra State