The effect of science-based storytelling in primary STEM education in Katagum LGA, Bauchi State
- Project Research
- 1-5 Chapters
- Abstract : Available
- Table of Content: Available
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- NGN 5000
Background of the Study
Science-based storytelling is emerging as an innovative teaching strategy that combines narrative elements with scientific content to enhance learning in primary education. In Katagum LGA, Bauchi State, where traditional rote methods have long dominated classroom instruction, educators are turning to storytelling as a way to ignite curiosity and foster a love for STEM subjects among young learners. This pedagogical approach leverages the inherent human affinity for stories, transforming abstract scientific principles into relatable, engaging narratives (Ibrahim, 2023). Research indicates that embedding scientific concepts within stories not only captures students’ imaginations but also improves retention and comprehension (Suleiman, 2024). In primary classrooms, where attention spans are developing, the use of narrative can simplify complex ideas and provide a memorable context for learning. Moreover, science-based storytelling has been shown to bridge cultural gaps, making STEM content more accessible by connecting lessons to local traditions and experiences (Yusuf, 2025). This innovative method aligns well with constructivist theories that advocate for active, experiential learning. By engaging students in story-driven activities, teachers can encourage inquiry-based exploration and stimulate critical thinking. Additionally, storytelling provides an opportunity for interdisciplinary learning, where elements of language arts, social studies, and science converge to create a holistic educational experience. As Bauchi State seeks to modernize its educational practices, science-based storytelling offers a promising avenue for addressing persistent challenges in student engagement and understanding. However, the transition from traditional instruction to narrative-based learning is not without its challenges. Teachers must be adept at crafting and delivering stories that are both scientifically accurate and engaging. Furthermore, there is a need for professional development and curricular support to help educators integrate storytelling effectively into their lesson plans (Ibrahim, 2023). This study investigates the potential of science-based storytelling to enhance primary STEM education in Katagum LGA. It will explore how narrative techniques can be harnessed to improve students’ grasp of fundamental scientific concepts and whether these methods lead to better academic outcomes compared to conventional teaching approaches. By examining classroom practices, teacher experiences, and student responses, the research aims to provide comprehensive insights into the benefits and challenges of this innovative instructional method. Ultimately, the study aspires to contribute to ongoing educational reforms aimed at making STEM subjects more engaging, inclusive, and effective for primary school learners in Bauchi State.
Statement of the Problem
Despite the promising potential of science-based storytelling, its adoption in primary STEM education in Katagum LGA faces several challenges. Many teachers are not adequately trained in narrative techniques, which hinders their ability to effectively integrate stories into science lessons (Ibrahim, 2023). Moreover, traditional teaching methods continue to dominate, leaving little room for innovative approaches that require more time and creative effort. The scarcity of curricular materials that combine storytelling with accurate scientific content further complicates the situation (Suleiman, 2024). As a result, the potential benefits of enhanced engagement and improved comprehension remain largely unrealized. In addition, the shift to a storytelling approach demands a reorientation of assessment methods. Standardized tests, which focus on factual recall rather than conceptual understanding, do not readily capture the deeper learning outcomes that narrative methods are intended to foster. This mismatch between teaching innovation and assessment practices can discourage teachers from adopting new methods. Furthermore, there is limited empirical data on the long-term impact of science-based storytelling on student performance in STEM subjects in this region. Without robust evidence, it is challenging for policymakers and school administrators to justify the necessary investments in teacher training and resource development (Yusuf, 2025). The study will, therefore, focus on identifying the obstacles to implementing science-based storytelling in primary classrooms and evaluating its effects on student learning outcomes. It will address questions regarding the preparedness of teachers, the availability of integrated curricular resources, and the compatibility of current assessment practices with narrative-based instruction. Ultimately, the research aims to fill the gap in the literature by providing context-specific evidence that can inform future pedagogical reforms and resource allocation in Bauchi State.
Objectives of the Study
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To assess the impact of science-based storytelling on student engagement and comprehension in primary STEM education.
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To evaluate the challenges faced by teachers in implementing narrative-based instruction.
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To recommend strategies for effectively integrating storytelling into primary STEM curricula.
Research Questions
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How does science-based storytelling affect student engagement in primary STEM classes?
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What challenges do teachers encounter when using narrative methods in science lessons?
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How can science-based storytelling be systematically integrated into the primary STEM curriculum?
Research Hypotheses
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Science-based storytelling significantly enhances students’ understanding of STEM concepts.
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Teachers who receive specialized training in narrative techniques implement storytelling more effectively.
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Classrooms that employ science-based storytelling exhibit higher student motivation than those using traditional methods.
Significance of the Study
The study’s findings will offer valuable insights into the efficacy of narrative techniques in primary STEM education. By highlighting both benefits and challenges, the research will aid educators and policymakers in designing training programs and curricular materials that harness storytelling to improve student outcomes, ultimately promoting a more engaging and effective learning environment.
Scope and Limitations of the Study
This research focuses solely on the use of science-based storytelling in primary STEM classrooms in Katagum LGA, Bauchi State. It does not extend to other teaching methods or regions. Limitations include potential variability in teacher creativity and a reliance on qualitative data, which may affect the generalizability of the findings.
Definitions of Terms
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Science-based Storytelling: An instructional method that integrates narrative techniques with scientific content to facilitate learning.
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Primary STEM Education: The teaching and learning of Science, Technology, Engineering, and Mathematics subjects at the primary school level.
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Narrative Pedagogy: An approach to teaching that utilizes stories and storytelling as core instructional tools.
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