The Effects of Story-Telling on the Language Skills of Pupils at the Early Childhood Education Stage of the Central Region of Ghana

摘要

This purpose of the study was to examine the effects of story-telling on the language skills of pupils in early childhood education at the Elmina Catholic Boys Primary School in the Central Region of Ghana. The study employed the action research design. Using the census sampling procedure, 34 respondents comprising 32 primary two (2) pupils and two (2) class teachers were selected for the study. Data gathered from the use of the interview guide and tests were analysed using frequencies, percentages and paired-sample t-test. Among the prominent causes of poor language skills among pupils were the fact that, friends laughed at pupils if they talk and made mistakes (peer pressure) and difficulty pupils had in expressing themselves (personality differences). Also, the post-test scores of the language skills of the pupils were higher than that of the pre-test scores. This means that, the intervention (storytelling) had a positive effect/impact and improved the language skills of the pupils.