Influence of Storytelling as a Music Activity on Development of Language Skills among Learners in Public Pre-primary Schools in Ndia Division, Kirinyaga County, Kenya
Priscillah Waruguru, Joyce Kamau & Bonface Kamau
School of Education
Mount Kenya University
Email: priscillahwaruguru69@gmail.com
Abstract: Storytelling activities are very important to pre-primary school learners because they contribute to the development of language skills among children and shapes levels of self-confidence in reading, writing and speaking and listening skills. However, in Ndia Division, acquisition of language skills among pre-primary school learners is a challenge. Thus, this study sought to examine the influence music activities on development of language skills among learners in public pre-primary schools. The study was guided by the social development theory and language acquisition theory. The study adopted mixed methodology and applied concurrent triangualtion research design. Target population totaled 850 respondents comprising of 50 pre-primary school teachers and 800 pre-primary school learners from which a sample of 272 respondents was sampled using Yamane’s Formula. This comprised 40 pre-primary school teachers and 232 pre-primary school learners. Data analysis began by identifying common themes. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using linear regression analysis in Statistical Packages for Social Sciences (SPSS 25) and presented using tables. The study established that reading, writing and speaking skills among pre-primary school learners are below average despite the fact that they participate in different storytelling activities. Thus, the study recommends that teachers need to adopt storytelling sessions as a teaching method to enhance their language skills. Teachers and key stakeholders need to provide a conducive environment where music and play activities are designed to promote the acquisition of reading, writing and listening skills.
