Effect of Storytelling on Listening Skills of Primary One Pupil in Ibadan North Local Government Area of Oyo State, Nigeria
Esther Oduolowu, Akintemi, Eileen Oluwakemi

Abstract
Listening is the first language skill that children develop and it is the most dominant communication skill in the classroom and everyday life. One way by which the skills of listening can be developed is through storytelling. Studies have shown however that listening skill is not given adequate attention in primary schools especially, through the use of storytelling. This study therefore investigated the effect of storytelling on the listening skills of primary one pupils. The study adopted pretest-posttest control group quasi experimental design. Two public primary schools were purposively selected and randomly assigned to experimental and control groups. The experimental group was exposed to storytelling with illustrations while the control group was exposed to storytelling without illustrations. Morrow’s 10-Point Scale for Retelling Analysis was used to measure the listening skills of pupils before and after listening to stories in Yoruba Language. Data collected was analyzed using ANCOVA. There was a significant main effect of treatment on the listening skills of primary one pupils (F_{(1, 40)} = 0.01; p < 0.05; η² = 0.14). Among recommendations made was that storytelling in indigenous languages with illustrations should be adopted by teachers in primary schools to teach listening skills.

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