The effect of storytelling strategy on developing story writing skills among grade seven pupils in Oman

by

ACKNOWLEDGEMENT

There is an immense role of my supervisor, family and associations for the completion of this research study. I would be gratitude to them for supporting me and assisting me.

DECLARATION

I take oath that the entire dissertation has been completed by me and the entire work has been done by writing and no copy pasting material has been added in this dissertation.

Signed __________________ Date _________________

ABSTRACT

This study investigates the impact of storytelling strategy in the BE schools (grade seven at the age of twelve), and how this influences pupils' story writing in Arabic. The overall purpose of this study was to grasp grade seven students' perception of storytelling strategy about the story writing. The design of this study was developed directly from the problem statement. The problem, specifically, is that while most students demonstrate adequate writing skills at the elementary school level. This problem affects Grade 7 students because they need to acquire the necessary writing skills during their elementary school experience to not only pass state assessments in writing that will help prepare them for school but also to become more proficient writers in their careers. To determine possible factors contributing to this problem, a mix method research design was selected as the most effective method of research. The findings of this research study indicate that the storytelling strategy was useful and effective to the grade seven pupils who were involved in this particular research study. The students who are involved in storytelling can effectively improve the skills of their Arabic story writing. This particular research finding specifies that storytelling is considered an effective for developing some skills and keeping students engaged in the classroom. The storytelling strategy contributes to pupils' increased interest in the classroom.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER # 3: METHODOLOGY1

Research Paradigm1

Classroom Observations3

Research Design4

Pupils' assignments6

Ethical Considerations7

Sources of Evidence and Data Collection Method10

The Storytelling Strategy11

Aims11

Teachers' Questionnaire11

Teachers' Interview12

Classroom Observation14

Data Analysis15

Quantitative data analysis15

Qualitative data analysis16

Validity and Reliability19

Follow-up Analysis21

Pupils' interviews23

CHAPTER # 4: RESULTS24

Analysis of the second Question (the pupils' and teachers' questionnaire data)28

Teachers' Questionnaire30

Pupils' perspectives36

Pupils' assignments37

Difficulties implementing storytelling and some feasible solutions38

Pupils' Low Proficiency in writing38

Solution: More reading and writing38

Result and Reflection40

Pupils' Short Attention Span40

Solution: Extending activities40

Result and Reflection: Why Storytelling?40

Conclusion43

CHAPTER # 5: CONCLUSION45

Summary of the study45

Limitations50

Implications and Recommendations51

Implications and recommendation for practice51

Implications and recommendation policymakers54

Implications for future research56

Original Contribution of study58

CHAPTER # 3: METHODOLOGY

Research Paradigm

Social science researchers have tended to classify their research methodologies under the two dominant approaches: qualitative and quantitative. The quantitative and qualitative research approaches has been widely used by many social science and educational field researchers during the recent years. The debates of “paradigm war” are increasingly regarded by many researchers as it is quite helpful in the research practices in social science. To a certain extent a more inclusive, eclectic and pragmatic approach is utilizes in making the selection of methodology ((Bryman, 2004; Punch, 1998). The utilization of all these methodological approaches depends on the research phenomenon's nature and context, this argument is increasing with ...