Project – Using Stories To Improve Pupils’ Listening Skills Among Kindergarten Two(K G2) Pupils At Government School, Lagos, Nigeria

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Listening is one of the most fundamental language skills that children develop during their early years. It lays the groundwork for communication, comprehension, and overall academic success. Among kindergarten pupils, especially those in their formative stages such as Kindergarten Two (KG2), listening acts as a vital precursor to the development of other literacy skills like speaking, reading, and writing. Children who are unable to listen effectively often struggle to follow instructions, retain information, or engage meaningfully in classroom discussions. Therefore, fostering strong listening abilities is essential for cognitive development and language acquisition during early childhood.

In the Nigerian educational landscape, particularly in Government Schools in Lagos State, the importance of listening skills is magnified due to the multicultural and multilingual environment. Many children enter school speaking a local language or dialect and are expected to learn and adapt to English as the medium of instruction. This linguistic diversity presents both opportunities and challenges. On one hand, it enriches classroom interactions; on the other hand, it places additional demands on young learners to listen carefully and decode unfamiliar vocabulary and expressions. Consequently, educators must employ methods that not only engage pupils but also promote attentive and meaningful listening (Adekola, 2019).

One such method is storytelling—an age-old practice that naturally aligns with the cognitive and emotional needs of young learners. Storytelling provides a structured and familiar context where pupils can learn to focus their attention, follow plot sequences, anticipate outcomes, and infer meanings. These activities activate various aspects of listening, such as concentration, memory, and understanding. Stories also spark imagination, nurture empathy, and introduce new vocabulary in context, making them a powerful tool for holistic learning. Teachers can integrate stories into daily routines to reinforce comprehension and language development in a non-threatening, enjoyable way (Isik & Yildirim, 2019).

Moreover, storytelling contributes to socio-emotional development, which in turn enhances listening behavior. Pupils tend to connect with characters and scenarios in stories, which makes them more inclined to listen attentively. Emotional engagement boosts memory retention and helps children internalize moral lessons, social cues, and linguistic structures. In multicultural classrooms, stories can also serve as a bridge between cultures, helping children see themselves in narratives and respect the perspectives of others. As such, storytelling emerges not only as a pedagogical tool but also as a means of fostering inclusive and respectful classroom environments.

Despite its well-documented advantages, the consistent and effective use of storytelling in Nigerian public kindergarten classrooms remains limited. Teachers in government schools often face challenges such as overcrowded classrooms, limited teaching resources, rigid curricula, and insufficient training in child-centered instructional strategies. These factors hinder the adoption of interactive approaches like storytelling, which require time, creativity, and careful planning. Consequently, many pupils miss out on valuable opportunities to develop their listening skills in an engaging and age-appropriate manner (Obi & Oyetunde, 2021).

Given these realities, there is a pressing need to investigate the potential of storytelling as a low-cost, scalable strategy to improve listening skills among KG2 pupils in Lagos State. Such an investigation is especially relevant in the context of Nigeria’s ongoing efforts to improve early childhood education and learning outcomes in public schools. By examining how storytelling influences listening development, educators and policymakers can make informed decisions about curriculum design, teacher training, and classroom practices. Ultimately, this research aims to highlight the untapped potential of stories in shaping the communicative competence of young Nigerian learners.

1.2 Statement of the Problem

In many government-run kindergartens in Lagos State, teachers and caregivers have consistently observed that Kindergarten Two (KG2) pupils face significant difficulties with basic listening tasks. These include challenges such as following simple verbal instructions, recalling key details from stories or spoken information, and answering questions after a passage has been read aloud. Such listening deficiencies disrupt the flow of teaching and learning and often lead to miscommunication, inattentiveness, and behavioral issues in the classroom. For young learners at this critical stage of development, these struggles can severely limit their ability to acquire foundational literacy and learning skills, which are essential for future academic success.

The importance of developing listening skills at the early childhood level cannot be overstated. Listening forms the cornerstone of oral communication and serves as a gateway to reading, speaking, and writing. When pupils fail to develop effective listening habits early on, it becomes increasingly difficult for them to comprehend lessons, participate in classroom dialogue, or respond meaningfully to educational activities. Over time, these gaps widen, leading to poor academic performance, low self-confidence, and disengagement from school. In densely populated urban centers like Lagos, where classrooms are often overcrowded and under-resourced, the consequences of poor listening skills can be especially damaging.

Despite growing awareness of these challenges, the application of effective teaching strategies specifically aimed at enhancing listening skills in public kindergartens remains limited. Storytelling—an age-appropriate and culturally relevant method—has long been celebrated for its potential to engage children and stimulate learning. However, in many Nigerian government schools, storytelling is often used informally or sporadically without clear learning objectives, structured delivery, or post-story activities that reinforce listening comprehension. This lack of systematic implementation diminishes the impact of storytelling as an educational tool and leaves its potential underutilized.

Furthermore, a review of the existing literature reveals a significant gap in empirical research focusing on how storytelling can be used as a deliberate strategy to improve listening skills in Nigerian early childhood classrooms. While international studies have demonstrated the benefits of storytelling for language development, few studies have been conducted within the unique socio-cultural and educational context of Lagos public schools. Without localized evidence, educators and policymakers lack the data needed to advocate for or design programs that incorporate storytelling as a core instructional method in early years education.

Therefore, this study seeks to address this research gap by investigating the extent to which structured storytelling activities can enhance listening skills among KG2 pupils in a selected government school in Lagos. By doing so, the study aims to provide practical insights for early childhood educators and contribute to the broader effort to improve teaching strategies and learning outcomes in Nigeria’s public education system.

1.3 Purpose of the Study

The primary purpose of this study is to investigate the effectiveness of using stories to improve the listening skills of KG2 pupils in a Government School in Lagos, Nigeria. Specifically, the study seeks to:

1. Identify the current listening challenges faced by KG2 pupils.
2. Explore the effectiveness of storytelling as a tool for improving listening skills.
3. Assess the improvement in pupils’ listening skills after being exposed to regular storytelling sessions.
4. Find out the Challenges encountered in the process of using stories to get pupils attention

1.4 Research Questions

1. What are the common listening difficulties experienced by KG2 pupils in the selected government school?
2. How does storytelling affect the listening skills of KG2 pupils?
3. To what extent does regular storytelling improve listening comprehension in KG2 pupils?
4. What the Challenges encountered in the process of using stories to get pupils attention?

1.5 Hypothesis

• H₀: There is no significant difference in the listening skills of KG2 pupils before and after the implementation of storytelling activities.
• H₁: There is a significant difference in the listening skills of KG2 pupils before and after the implementation of storytelling activities.

1.6 Significance of the Study

This study holds significant relevance for early childhood education teachers, especially those working in public schools with limited resources. Teachers are often faced with the challenge of managing large classrooms filled with pupils who have varying levels of attention and language comprehension. By investigating how storytelling can be used as an intentional tool to improve listening skills, the study will provide educators with practical and engaging teaching strategies that do not require costly materials. These methods can easily be adapted to suit different learning styles and help teachers foster a more attentive and responsive classroom environment.

For school administrators and education planners, the study offers insights into affordable and scalable interventions that can improve learning outcomes in early childhood education. Budgetary constraints and resource shortages are common issues in government schools, especially in densely populated urban areas like Lagos. Storytelling, when integrated effectively into the daily classroom routine, presents a low-cost solution that aligns with existing cultural practices and supports Nigeria’s educational objectives. Findings from this study could influence policy decisions on teacher training, classroom management, and instructional design for early childhood education.

Curriculum developers will also benefit from the study as it highlights the potential of storytelling not just as a supplementary activity, but as a core component of early language development. The study may prompt curriculum designers to reconsider the role of oral language in the foundational years and embed storytelling techniques within listening and comprehension objectives. The integration of structured storytelling into the curriculum can make learning more engaging, contextualized, and developmentally appropriate for young learners, thereby supporting national education goals.

In addition, the study will be meaningful for parents and caregivers, who play a crucial role in shaping children’s language abilities at home. As the study emphasizes the value of storytelling, it may inspire parents to become more involved in their children’s early literacy development by reading aloud, telling traditional stories, or simply engaging in conversation. By reinforcing listening skills both at home and in school, children are more likely to experience continuity in learning and develop a stronger foundation for academic success.

On a broader scale, the research contributes to academic scholarship and educational discourse around early childhood development in developing countries. Most existing studies on storytelling and listening skills have been conducted in Western contexts, which may not fully reflect the challenges and cultural realities of African education systems. By providing empirical evidence from a Nigerian government school, the study adds to the body of knowledge and encourages further research in similar contexts across Sub-Saharan Africa and other developing regions.

Finally, the study is significant in promoting inclusive and culturally relevant education. Storytelling is an integral part of African oral tradition, and using it in educational settings affirms children’s identities, backgrounds, and experiences. By validating local stories and oral practices, educators can make learning more meaningful and relatable for young learners. This approach not only improves academic skills like listening and comprehension but also strengthens cultural heritage and social cohesion among pupils from diverse backgrounds.

1.7 Scope of the Study

This study focuses on KG2 pupils in one selected government school in Lagos State. It specifically investigates the relationship between storytelling and the development of listening skills over a six-week period. The study does not cover other aspects of language development such as speaking, reading, or writing, although they are indirectly influenced by listening ability.

1.8 Definition of Terms

Storytelling: Storytelling refers to the oral or written narration of events, whether real or fictional, presented in a structured manner to convey messages, entertain, or educate. In the classroom setting, storytelling is used as a pedagogical tool to capture pupils’ attention, stimulate imagination, and develop language and cognitive skills. It involves elements such as characters, plots, settings, and emotions that make narratives engaging and memorable for learners. In early childhood education, storytelling can include reading from picture books, narrating folk tales, using puppets, or even encouraging children to create and share their own stories. It serves not only as a form of communication but also as a means of nurturing listening, comprehension, and critical thinking skills.

Listening Skills: Listening skills are the cognitive and behavioral abilities that enable pupils to accurately receive, interpret, and respond to spoken language. These skills include the capacity to focus attention, understand spoken words and sentences, process meaning in context, and recall details or instructions. For Kindergarten Two (KG2) pupils, listening skills are particularly crucial because they form the foundation for the development of speaking, reading, and writing. Effective listening involves more than just hearing; it requires mental engagement, interpretation, and an appropriate response. In educational contexts, pupils with strong listening skills are better able to follow lessons, participate in discussions, and perform well academically.

KG2 (Kindergarten Two): Kindergarten Two (KG2) is a preschool educational level that typically caters to children aged 5 to 6 years old. It is part of the early childhood education system and serves as a preparatory stage before formal primary education. In KG2, children are introduced to foundational literacy, numeracy, and social-emotional learning in a structured but playful environment. At this developmental stage, children are curious, energetic, and highly responsive to interactive teaching methods such as songs, games, and stories. The focus in KG2 is on holistic development, which includes physical coordination, language acquisition, and basic academic readiness. Listening is a core skill emphasized in this level, as it underpins all other areas of learning.

Government School: A government school is a public educational institution that is established, funded, and managed by the state government. In the context of Lagos, Nigeria, government schools are administered by the Lagos State Ministry of Education and are designed to provide free or affordable education to children across the state. These schools serve a wide range of pupils, often from low- to middle-income households, and operate within the framework of the national and state education policies. While government schools aim to ensure equitable access to education, they often face challenges such as overcrowding, limited resources, and insufficient teacher training. Despite these challenges, government schools remain a critical component of Nigeria’s effort to provide universal basic education.

Project – Using Stories To Improve Pupils’ Listening Skills Among Kindergarten Two(K G2) Pupils At Government School, Lagos, Nigeria