THE STORYTELLING STRATEGY IN TEACHING MATHEMATICS MAY INCREASE STUDENTS' ABILITIES TO SOLVE HIGH ORDER QUESTIONS AND WORD PROBLEMS
Alameera Basma Secondary School (PALESTINIAN TERRITORY)
The goal of this study is to investigate the effect of using the storytelling approach in teaching mathematics on student's ability to solve high order math questions and math word problems. The quasi-experimental design approach was followed. Two similar fourth grade classes were selected. The control and experimental groups were selected randomly. The study sample consisted of 68 students, 34 in each group. After completion of the fraction unit, a mathematics test was administered to both groups. Data were analyzed using the independent sample t-test. The results revealed a statistically significant difference pertaining to students’ achievement in math and motivation towards learning mathematics, and an increase of students’ ability to solve word problems, and higher order math questions. Based on these findings, this study recommends the use of storytelling by teachers; Policy makers on curriculum development and mathematics textbooks writers need to take these findings into consideration. They are strongly encouraged to integrate the teaching strategy of storytelling in curricula design and teacher professional development programs.
This study aimed to investigate the effect of using storytelling approach in teaching mathematics on fourth grade students’ achievement, and on their ability to solve math word problems and higher order math questions. To achieve the goals of the study, two instruments were developed; mathematics test that measures students’ achievement on concepts of fractions from fourth grade text book; the second was a redesigning of the fractions unit in a storytelling format. Each story in the unit included a concept on fractions that corresponds to one lesson from the fractions unit in the book. The reliability and validity of both instruments were confirmed.
In conducting the study, a quasi-experimental design approach was followed. Two similar fourth grade classes were selected. Control and experimental groups were appointed in a simple random format. The equivalent of the two groups was checked. Then the control group was taught the fractions unit in a traditional way, while the experimental group studied the same unit with the storytelling strategy. After completion of the fractions unit, the mathematics test was administered to both groups. Data were analyzed using independent sample t-test to examine the hypotheses of the study.
Results revealed statistically significant difference on students’ achievement on fractions unit concepts in favor of students who learned using the storytelling strategy. The research findings also found that using storytelling strategy in teaching mathematics increased students’ ability to solve word problems, and higher order questions. Results of this study were in agreement with the findings of previous local and international studies.
Based on these findings, this study recommends the use of storytelling by teachers; and by Education policy makers, especially those involved in curriculum development and teachers training programs to include the strategy of using story while designing and preparing curricula and training programs. Other recommendations were offered to future researchers to carry out more studies on the use of storytelling in teaching, and to expand the use of storytelling in topics other than fractions, and at other grade levels.