CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Junior Secondary School students have been experiencing a significant failure in reading comprehension, as evidenced by the Junior Secondary School Certificate Examination (JSSCE) in 2023. This failure has been attributed to various factors, including students’ attitudes towards reading, the unavailability of textbooks, the lack of qualified teachers, and the absence of adequate teaching methods. However, this study specifically focuses on the lack of adequate teaching methods and aims to explore whether the incorporation of folktales can positively influence the academic achievement of secondary school students in reading comprehension (Adekunle, 2023). By examining the potential impact of folktales, this research seeks to address the existing challenges and contribute to effective teaching strategies in enhancing reading comprehension skills among Junior Secondary School students.

Reading comprehension is the ability to understand and extract meaning from written text. It goes beyond the mere decoding of words and involves higher-order cognitive processes that allow individuals to engage with and interpret the information presented in a text. Reading comprehension encompasses several key components, including understanding vocabulary, making inferences, drawing connections, identifying main ideas, and discerning the author’s purpose and tone. It requires a combination of linguistic, cognitive, and metacognitive skills, such as vocabulary knowledge, background knowledge, attention, memory, and critical thinking. Skilled readers employ a range of strategies, such as previewing the text, asking questions, summarizing, visualizing, and monitoring their comprehension, to actively engage with the material and construct meaning (Lekof, 2016). Effective reading comprehension involves not only understanding the literal meaning of the text but also grasping implicit information, making logical inferences, and evaluating the reliability and validity of the content. It is a dynamic and interactive process where readers continually interact with the text, activate prior knowledge, and integrate new information to construct a coherent mental representation of the material. Developing strong reading comprehension skills is crucial for academic success, as it enables individuals to learn new concepts, engage critically with information, and communicate effectively. Furthermore, reading comprehension is a lifelong skill that extends beyond the classroom, empowering individuals to navigate the complexities of the world, make informed decisions, and participate actively in society.

Reading comprehension is of paramount importance as it serves as the foundation for effective communication, learning, and intellectual growth. It is a skill that permeates every aspect of an individual’s life, from academic pursuits to professional endeavors and personal enrichment. Strong reading comprehension allows individuals to access a vast array of information, ideas, and perspectives contained in written texts, enabling them to expand their knowledge, broaden their horizons, and develop critical thinking skills. Proficient reading comprehension facilitates successful academic achievement by allowing students to understand and engage with textbooks, research papers, and other educational materials (Alabi, 2018). It empowers individuals to analyze complex arguments, synthesize information, and evaluate the credibility of sources. In professional settings, reading comprehension is essential for comprehending reports, contracts, policies, and other written documents, enabling effective decision-making, problem-solving, and communication. Beyond practical considerations, reading comprehension enriches one’s personal life by providing access to literature, poetry, and creative works that inspire imagination, foster empathy, and deepen cultural awareness. It nurtures the ability to understand different perspectives, challenges assumptions, and engage in informed discussions. Furthermore, reading comprehension is closely intertwined with writing skills, as it enhances vocabulary, grammar, and the overall ability to express thoughts and ideas coherently (Thompson, 2015). Developing strong reading comprehension skills equips individuals with the tools to navigate an increasingly complex and information-driven world, fostering lifelong learning, critical thinking, and self-empowerment.

Teaching methods in reading comprehension encompass a range of strategies and approaches aimed at helping students develop the skills and strategies necessary to understand and engage with written texts effectively. One commonly used method is explicit instruction, where teachers explicitly model and teach specific reading comprehension strategies, such as predicting, summarizing, questioning, and making connections (Hibra, 2022). This approach involves breaking down the process of comprehension into manageable steps, providing clear explanations, and offering guided practice opportunities. Another method is the use of graphic organizers and visual aids, which help students visually organize and represent the structure and key ideas of a text. Cooperative learning strategies, such as think-pair-share and reciprocal teaching, foster collaboration and peer discussion, allowing students to actively construct meaning together. Differentiated instruction is also essential, as it recognizes that students have diverse learning needs and provides targeted instruction and support based on their individual abilities and interests. Technology can play a significant role in teaching reading comprehension, with interactive online resources, e-books, and educational apps that provide engaging and personalized learning experiences. Additionally, incorporating authentic and diverse texts that reflect students’ backgrounds and interests enhances their motivation and engagement. Effective teaching methods in reading comprehension emphasize the development of metacognitive skills, encouraging students to reflect on their own thinking processes, monitor their comprehension, and make adjustments when necessary.

Folktales are traditional narratives that have been passed down orally from generation to generation within a specific culture or community. These captivating stories are an integral part of cultural heritage and serve as a means of preserving and transmitting cultural values, wisdom, and moral lessons. Folktales often feature archetypal characters and settings, along with elements of magic, adventure, and folklore (Avaa, 2023). They typically explore universal themes and offer insights into the human condition, addressing topics such as love, courage, betrayal, and justice. Through the use of vivid imagery, symbolism, and metaphor, folktales engage listeners and readers of all ages, fostering imagination, empathy, and critical thinking. Folktales play a vital role in shaping cultural identity, as they reflect the beliefs, customs, and traditions of a particular community. They provide a sense of continuity and connection with the past, bridging generations and offering glimpses into the historical, social, and psychological aspects of a culture. Furthermore, folktales are not static; they evolve over time as they are adapted, reinterpreted, and retold to suit the needs and contexts of different audiences. In addition to their cultural significance, folktales also have educational value. They often contain moral lessons and teach important life skills, such as problem-solving, resilience, and the consequences of one’s actions. By engaging with folktales, individuals develop language skills, critical literacy, and an appreciation for diverse cultural perspectives.

Folktales have a significant impact on the achievement of junior secondary school students in reading comprehension. These engaging and culturally rich narratives offer numerous benefits that enhance students’ comprehension skills. Firstly, folktales provide a context for students to develop their vocabulary (Daniel, 2012). Through exposure to diverse characters, settings, and events, students encounter new words and expressions, expanding their lexical knowledge and aiding in the decoding process. Additionally, the vivid imagery and descriptive language used in folktales stimulate students’ imagination, encouraging them to create mental pictures and visualize the story’s elements, leading to improved comprehension. Folktales also introduce students to different narrative structures, such as plot development, conflict resolution, and character development. By analyzing these elements, students deepen their understanding of story structure and narrative coherence, enabling them to identify main ideas, make predictions, and infer meanings. Moreover, folktales often contain moral lessons and cultural values, which prompt students to engage in critical thinking, reflect on ethical dilemmas, and analyze characters’ motivations and actions (Adekunle, 2021). This fosters a deeper level of comprehension as students explore themes, make connections, and evaluate the text’s messages. Furthermore, the cultural context of folktales enhances students’ cultural awareness and empathy. By engaging with stories from diverse cultures, students gain insights into different perspectives, traditions, and customs, promoting tolerance and understanding. This cultural enrichment also broadens students’ worldviews and expands their general knowledge, which contributes to their overall reading comprehension abilities. In sum, incorporating folktales into the curriculum of junior secondary school students provides a rich and rewarding reading experience that improves vocabulary, narrative understanding, critical thinking, and cultural competence, all of which positively impact their achievement in reading comprehension.

1.2 Statement of the Problem

In an ideal situation, the academic achievement of Junior Secondary school students in reading comprehension would be consistently high. However, there is a concern regarding the low academic achievement of Junior Secondary school students in reading comprehension. Various teaching methods and strategies have been implemented to improve reading comprehension skills among Junior Secondary school students. Despite efforts to enhance reading comprehension skills, there is a persistence of lower academic achievement among Junior Secondary school students in Pankshin Local Government Area.

The lower academic achievement in reading comprehension may have detrimental effects on the overall educational development and future prospects of the Junior Secondary school students in Pankshin Local Government Area. It may limit their ability to comprehend and analyze texts, impacting their performance in other subjects as well.

This research aims to investigate the impact of folktales on the academic achievement of Junior Secondary school students in reading comprehension in Pankshin Local Government Area. Understanding the specific role and effectiveness of folktales in improving reading comprehension skills can inform the development of targeted interventions and instructional strategies. While previous studies have explored various factors influencing reading comprehension, there is a lack of comprehensive research specifically examining the impact of folktales on the academic achievement of Junior Secondary school students in Pankshin Local Government Area. This study aims to bridge this gap in knowledge.

It is due to the persistence of lower academic achievement in reading comprehension and the need to explore the potential impact of folktales that this research is being conducted. The findings of this study will provide valuable insights and recommendations to improve the educational outcomes of Junior Secondary school students in Pankshin Local Government Area.

1.3 Aim and Objectives of the Study

This study aims to examine the impact of folktales on the academic achievement of junior secondary school students in reading comprehension in Pankshin Local Government Area. Other specific objectives of the study are:

1. to assess impact of folktales in literal reading comprehension among Senior Secondary School students in Pankshin Local Government Area.
2. to assess impact of folktales in inferential reading comprehension among Senior Secondary School students in Pankshin Local Government Area.

iii. to assess impact of folktales in critical reading comprehension among Senior Secondary School students in Pankshin Local Government Area.

1.4 Research Questions

This study presents and answers the following questions:

1. To what extent is Folktales effective in literal reading comprehension among Senior Secondary School students in Pankshin Local Government Area?
2. To what extent is Folktales effective in inferential reading comprehension among Senior Secondary School students in Pankshin Local Government Area?

iii. To what extent is Folktales effective in critical reading comprehension among Senior Secondary School students in Pankshin Local Government Area?

1.5 Significance of the Study

The study can be significant to several stakeholders in education. Here are the potential beneficiaries:

1. Junior Secondary School Students: The primary beneficiaries of this study are the junior secondary school students themselves. By being exposed to folktales as a teaching tool, they may experience improved academic achievement in reading comprehension. Folktales can enhance their language skills, vocabulary, critical thinking abilities, and overall reading comprehension. This can contribute to their academic success and future educational opportunities.
2. Teachers: The study can benefit teachers by providing them with evidence-based insights into the effectiveness of using folktales in teaching reading comprehension. Teachers can incorporate folktales into their lesson plans and use them as a valuable tool to engage students, promote critical thinking, and enhance reading skills. The findings can also provide guidance on effective instructional strategies and approaches to maximize the impact of folktales on student learning.
3. Curriculum Planners: The study’s findings can inform curriculum planners and educational policymakers in Pankshin Local Government Area. They can consider integrating folktales into the curriculum as a means to improve reading comprehension skills. The study can provide support for the inclusion of diverse literary genres and cultural elements in the curriculum, promoting a richer and more inclusive education for students.
4. Parents and Guardians: Parents and guardians of junior secondary school students can benefit from the study by gaining awareness of the potential benefits of exposing their children to folktales. They can actively engage with their children’s learning by sharing folktales at home, encouraging reading, and fostering a love for storytelling. This involvement can have a positive impact on their children’s academic achievement and overall literacy development.
5. Research Community: The study can contribute to the existing body of research on the relationship between folktales and academic achievement in reading comprehension. Researchers in the field of education and literacy can build upon the study’s findings and further investigate the specific mechanisms through which folktales influence reading comprehension. It can also inspire future research exploring the impact of other forms of storytelling and cultural texts on academic achievement.

1.6 Scope and Delimitation of the Study

            This study covers impact of folktales on the academic achievement of Junior  Secondary School students in reading comprehension. In content, the study shall focus on reading comprehension levels such as inferential reading, critical reading and literal levels of reading comprehension. the research will not cover other reading comprehension skills such as summarizing, identification of main ideas, etc. The research shall cover 2 public secondary schools in Pankshin Local Government Area.

1.7. Theoretical Framework

One possible theoretical framework that can be used for the study is Vygotsky’s Sociocultural Theory. Vygotsky’s Sociocultural Theory emphasizes the role of social interaction and cultural context in cognitive development. According to this theory, learning takes place through social interactions with more knowledgeable others, such as teachers, peers, and parents, within a cultural environment. The theory posits that cultural tools, including language, stories, and narratives, play a crucial role in shaping individuals’ thinking processes and cognitive abilities.

In the context of the study, the use of folktales as a teaching tool aligns with the principles of Vygotsky’s Sociocultural Theory. Folktales are cultural artifacts that have been passed down through generations, carrying important cultural and moral messages. By exposing junior secondary school students to folktales, the study seeks to provide them with a cultural tool that can enhance their reading comprehension skills and cognitive development.

The theoretical framework of Vygotsky’s Sociocultural Theory can guide the study in several ways:

1. Zone of Proximal Development (ZPD): The study can explore how the use of folktales within the ZPD can facilitate learning and improve reading comprehension. The ZPD refers to the gap between a learner’s current level of understanding and their potential level of understanding with the guidance of a more knowledgeable other. Teachers can scaffold students’ comprehension of folktales by providing support, asking questions, and facilitating discussions, thereby helping them move from their current level of comprehension to a higher level.
2. Mediation: The study can examine how the cultural tool of folktales mediates students’ reading comprehension. According to Vygotsky, cultural tools mediate individuals’ thinking processes, allowing them to internalize and apply knowledge. Folktales can serve as a mediating tool that helps students make meaning, understand complex narratives, and develop critical thinking skills.
3. Social Interaction: The study can investigate the role of social interaction in the comprehension of folktales. Vygotsky emphasized the importance of social interaction in learning. By engaging students in discussions, group activities, and peer interactions centered around the analysis and interpretation of folktales, the study can explore how social interaction contributes to their reading comprehension skills.
4. Cultural Context: The study can consider the cultural context of Pankshin Local Government Area and how it influences the impact of folktales on reading comprehension. Vygotsky’s theory emphasizes the significance of cultural context in shaping individuals’ cognition. By exploring the specific cultural elements embedded in the folktales used in the study and their relevance to the local context, the study can examine how cultural factors influence students’ comprehension and academic achievement.

By employing Vygotsky’s Sociocultural Theory as a theoretical framework, the study can provide insights into how the use of folktales as a cultural tool impacts the academic achievement of junior secondary school students in reading comprehension. It can shed light on the social, cultural, and interactive processes that contribute to students’ learning and cognitive development in the context of storytelling.