Effect of Storytelling Instructional Technique on Primary Pupils’ Interest in Basic Science in Yobe State

This study examined the effect of storytelling instructional technique on the interest of primary school pupils in Basic Science in Yobe State, Nigeria. In contexts where English language proficiency and reading culture are limited, storytelling, particularly in culturally familiar narrative forms, offers an accessible mode of science communication that may effectively stimulate curiosity and conceptual engagement among young learners. A quasi-experimental pretest-posttest design with a control group was employed. Four Primary 4 classes from four public primary schools in Damaturu and Potiskum Local Government Areas were randomly assigned to experimental and control conditions. The experimental group received Basic Science instruction through age-appropriate science stories, while the control group followed the standard lesson approach. A Basic Science Interest Scale and a topic-specific knowledge test were administered. Reliability coefficients of 0.74 and 0.77 were obtained. Analysis of Covariance was used for hypothesis testing. Results showed that pupils in the storytelling group developed significantly higher interest scores and performed better on the science knowledge test than control group pupils. The approach was particularly effective for topics involving animals and the environment. Recommendations included development of culturally relevant science story booklets in Hausa and English, training of primary teachers in storytelling pedagogy, and endorsement of the technique within the North East primary science curriculum supplement. Keywords: storytelling, Basic Science, pupil interest, Yobe State, instructional technique.