Impact of Digital Storytelling on Reading Fluency and Comprehension of Pupils with Special in Sokoto State (Nigeria)
- December 23, 2018
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume II, Issue XII, December 2018 | ISSN 2454–6186
Dr. Umaru Garba1, Fatima Attahiru2
1, 2Department of General Studies, Umaru Ali Shinkafi Polytechnic, Sokoto (Nigeria).
Abstract:-The study explores the Impact of Digital Storytelling Strategies on Reading Fluency and Comprehension of Pupils with Special Needs in Sokoto State, Nigeria. The 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 the pupils’ learning condition. The study has a sample size of 94 pupils. Static Group Pre-test and Post-test research design was employed for the study. Two research questions, and two null-hypotheses were formulated. The hypotheses were statistically tested at α=0.05 level of significance. t-test independent sample was employed to test the null-hypotheses. Ten reading passages were selected and converted into multi-modal forms of Digital Storytelling as treatment. The study finds no significant difference in the levels of reading fluency between gender of the pupils exposed to digital storytelling strategy. Also, no significant difference was 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 enhance reading fluency and comprehension of the participants across genders. In this view, DSTS is recommended to stakeholders in early grade reading programme intervention in the public primary schools, to cater for pupils with Special Needs in the study area.
Keywords: Digital Storytelling Strategies, Reading Fluency, Reading Comprehension and Pupils with Special Needs
I. INTRODUCTION
With the advent of 21st century, and with the rapidity with which technology changed the educational setting, the concept of literacy has also change to include the ability to manipulate digital and multimedia gadgets for educational purposes necessary to remain relevant in the society. This necessity informs the need to integrate information communication technology into the classrooms for educational purposes to align with the modern concept of literacy, and to prepare the pupils with adequate skills to thrive in this global digital environment (Chung, 2007; Suleiman, 2011; Garba and Olaofe, 2013).
