EFFECT OF NARRATIVE-BASED TEACHING METHODS ON PUPILS’ ACQUISITION OF CRITICAL THINKING SKILLS IN LAGOS STATE, NIGERIA

Abstract

This paper investigated the effect of narrative-based methods on learning outcomes in critical thinking skills among primary school pupils in Lagos State, Nigeria. Three research questions and three hypotheses guided the study. This study employed a pre-test, post-test control group quasi-experimental research design. The sample size for the study was seventy-four participants. A researcher-designed instrument titled “Holistic Critical Thinking Scoring Rubric on Global Citizenship Concepts-(HCTSRGCC)” was used to collect data from participants using interview technique. The data collected were analysed using mean, standard deviation and independent t-test at 0.05 level of significance. The results revealed among others that: the use of narrative-based teaching methods in the form of story and role-play has positive effect on pupils’ acquisition of critical thinking skills at primary school level. The effect of gender on critical thinking skills after using the narrative-based teaching methods was not significant. The paper concluded that the use of narrative-based teaching methods has significant effect on pupils’ acquisition of critical thinking skills. The study recommended among other things that teachers should employ teaching methods which focus on the process of learning rather than the content such as narrative-based teaching methods (role play and storytelling methods) for effective classroom delivery to aid pupils’ development of critical thinking skills. Early childhood educators should be trained on the use and application of narrative-based teaching methods during instruction.