TELL ME A STORY: ASSESSING THE IMPACT OF STORIFICATION IN THE GHANAIAN CLASSROOM

Autors/ores

  • Rebecca Arthur University of Education, Winneba, Department of English Education, Ghana-West Africa
  • Martin Kyilleyang University of Education, Winneba, Department of English Education, Ghana-West Africa
  • Grace Danquah University of Education, Winneba, Department of English Education, Ghana-West Africa

DOI:

https://doi.org/10.46827/ejes.v11i11.5669

Paraules clau:

storification, digression, pedagogy, affective filter

Resum

Following insights from the impact of technology on education and the implementation of innovative strategies in the classroom, there has been a recent growing interest in exploring storied pedagogy in the classroom. The present study contributes to this growing body of studies by assessing the utilization of personal narratives or stories in ongoing lessons. This study seeks to achieve two main objectives. All fourteen lecturers at the Department of English Education, University of Education, Winneba and twenty randomly selected students were included in the study. In all, a total of nine non-relational and four relational instances were recorded and analyzed. The relational digressional instances facilitated understanding on the part of students since the stories made lessons relatively easy to understand. The non-relational digression instances also played a significant role in enhancing teaching and learning. These instances highlighted the affective and didactic dimensions of classroom teaching and learning. All the non-relational digression instances allowed students and the lecturer to engage in issues unrelated to the lecture. These occasions encouraged students to put off their affective filters to relax and be mentally ready when the lecture resumed. The study confirms established studies that storied pedagogy or the inclusion of personal narratives in ongoing lessons effectively enhances teaching and learning. It also has implications for further research in storied pedagogy, teacher’s digressional instances in the classroom and how digressions can be utilized to ease learners’ anxiety in the classroom.

 

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Biografies de l'autor/a

  • Rebecca Arthur, University of Education, Winneba, Department of English Education, Ghana-West Africa

    Dr. Rebecca Arthur is currently the head of department of English Education and a senior lecturer. Her research interests include Curriculum Development, Teaching English Language at the Senior High School, Language Acquisition, etc.

  • Martin Kyilleyang, University of Education, Winneba, Department of English Education, Ghana-West Africa

    Dr. Martin Kyiileyang is also a senior lecturer at the Department of English Education, University of Education, Winneba. His research interest includes African Oral Literature, Studies in Poetry and Drama, The English Novel, Narratology. etc.  

  • Grace Danquah, University of Education, Winneba, Department of English Education, Ghana-West Africa

    Ms. Grace Danquah is a lecturer at the Department of English Education, University of Education, Winneba. She is currently pursuing a PhD in Methodologies for Teaching Literature in Senior High Schools. Her research interests include African Oral literature, African Feminisms, Literary Theories, Ghanaian Literature, etc.

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Descàrregues

Publicat

2024-11-12

Número

Vol. 11 Núm. 11 (2024)

Secció

Articles

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