An evaluation of informal education in helping students develop creative storytelling skills in Kware Local Government Area, Sokoto State.
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- NGN 5000
Background of the Study
Storytelling is an ancient art form that has played a pivotal role in preserving cultural heritage, imparting moral values, and stimulating creativity. In Kware Local Government Area, Sokoto State, informal education has emerged as an influential method for developing creative storytelling skills among students. Unlike formal educational settings that often rely on rigid curricula, informal education provides a flexible and interactive platform where students are encouraged to explore their imaginations and express themselves through narrative forms (Adamu, 2023; Lawal, 2024). Through community storytelling sessions, drama clubs, and creative writing workshops, students are exposed to a variety of narrative techniques that foster both linguistic and cognitive development. Informal education emphasizes experiential learning, where students learn by doing—engaging in improvisation, collaborative storytelling, and performance arts—which helps them to internalize storytelling skills in a natural and engaging manner. This educational approach not only enhances creativity but also builds critical thinking and emotional intelligence, enabling students to convey complex ideas and emotions effectively. Moreover, storytelling serves as a medium for cultural transmission, allowing students to explore and reinterpret local myths, historical events, and contemporary social issues. In Kware, local elders and cultural practitioners often participate in these programs, providing authentic narratives and contextual insights that enrich the learning experience (Lawal, 2024). Despite these benefits, challenges persist in standardizing and scaling up informal storytelling initiatives. The lack of formal assessment criteria and resource constraints may limit the reach and consistency of these programs. Additionally, there is a need to integrate these creative skills with academic objectives to ensure that students can leverage storytelling in both personal and professional contexts. This study aims to evaluate how informal education initiatives contribute to the development of creative storytelling skills among students in Kware. By employing a mixed-methods approach that includes participant observations, interviews, and surveys, the research will assess the effectiveness of current programs, identify best practices, and propose strategies for further enhancement. The findings are expected to provide actionable insights for educators, cultural practitioners, and policymakers seeking to harness the power of storytelling as an educational tool that bridges the gap between tradition and modernity (Adamu, 2023).
Statement of the Problem
In Kware, while informal education initiatives aimed at fostering creative storytelling are gaining popularity, many challenges hinder their effectiveness. One of the key issues is the absence of a structured framework that consistently nurtures storytelling skills among students. Although local cultural events and storytelling sessions are organized periodically, their sporadic nature and lack of integration with formal curricula limit the long-term development of creative competencies. Furthermore, resource constraints—such as inadequate training for facilitators and insufficient materials—impede the standardization of storytelling programs. As a result, the potential of informal education to cultivate creative storytelling remains underutilized. Educators have observed that while some students excel in narrative creation, others struggle to translate their ideas into coherent stories, suggesting that the current programs do not adequately address diverse learning needs (Adamu, 2023). Additionally, the absence of formal assessment and feedback mechanisms makes it difficult to gauge the true impact of these initiatives on students’ creative development. Social and cultural factors, including the rapid influence of digital media and modern entertainment, also contribute to diminishing interest in traditional storytelling methods. These challenges underscore the need for a systematic evaluation of informal education strategies designed to enhance creative storytelling. This study intends to address these gaps by investigating the current state of storytelling initiatives in Kware, identifying obstacles to effective skill development, and proposing a comprehensive framework to optimize these programs. The research will utilize qualitative interviews and quantitative surveys to capture a broad spectrum of perspectives from students, educators, and cultural practitioners, ultimately aiming to provide evidence-based recommendations for integrating creative storytelling into the broader educational landscape (Lawal, 2024).
Objectives of the Study
- To evaluate the impact of informal education on developing creative storytelling skills among students.
- To identify challenges and gaps in current storytelling programs.
- To propose a framework for integrating creative storytelling into formal and informal educational settings.
Research Questions
- How does informal education influence the development of creative storytelling skills in Kware?
- What challenges do students and educators face in storytelling initiatives?
- How can informal storytelling programs be optimized for greater educational impact?
Research Hypotheses
- H₀: Informal education does not significantly affect the development of creative storytelling skills.
- H₁: Informal education significantly enhances creative storytelling skills among students.
- H₂: Structured storytelling interventions lead to improved narrative creativity.
Significance of the Study
This study is significant as it examines the effectiveness of informal education in cultivating creative storytelling skills in Kware. Its findings will guide educators and cultural practitioners in developing structured storytelling programs that bridge traditional heritage and modern creative expression. By addressing existing gaps and challenges, the research aims to foster an environment where students can enhance their narrative abilities, contributing to both personal development and cultural preservation (Lawal, 2024).
Scope and Limitations of the Study
Limited to the topic only.
Definitions of Terms
- Informal Education: Learning processes that occur outside the traditional classroom, emphasizing experiential and cultural learning.
- Creative Storytelling: The art of crafting and narrating stories in innovative and expressive ways.
- Students: Youth attending secondary educational institutions.
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