EFFECT OF WRITTEN FANTASY STORYTELLING ON PUPILS' ENGLISH LANGUAGE VOCABULARY ACHIEVEMENT IN PRIVATE PRIMARY SCHOOLS IN ONDO STATE, NIGERIA

Abstract

This study determined the effect of written fantasy storytelling on English language  vocabulary achievement (ELVA) among pupils in private primary schools in Ondo  State, Nigeria. The study investigated the vital role of vocabulary development in  language proficiency, and also explored the significance of fantasy narratives using  the Story-based Activity and Media Richness theories to anchor the study. Apretest 

posttest control group quasi-experimental design with a 2x3 factorial matrix was  employed. Two local government areas were randomly selected, while four private  primary schools were purposively used based on the year of establishment. Six week treatments were given to the participants. The participants were majorly  female (65.0%, mean age 6.30+2.15 years). Data were analysed with descriptive  statistics, Analysis of Covariance, and Bonferroni post-hoc test at 0.05 level of  significance. Results indicated a significant main effect of treatment on ELVA(F(2; 274) 2  

= 83.53; partial η = 0.38). Pupils exposed to written fantasy storytelling exhibited the  highest post-achievement mean score (71.69) and for control group (56.29). Verbal  ability also demonstrated a significant main effect on ELVA, with high verbal ability  group had the highest mean score (73.13), followed by medium (69.16) and low  (66.13). The study concluded that written fantasy storytelling enhanced English  Language Vocabulary achievement in private primary schools in Ondo State,  Nigeria. It was recommended that pupils' verbal ability should be developed earlier  enough in order to communicate effectively as well as to adopt Fantasy storytelling  as teaching strategy by the teachers to improve the vocabulary development of the  pupils in private primary schools in Ondo State, Nigeria.