CHAPTER ONE

1.0 PROBLEM AND ITS SETTING

1.1 INTRODUCTION
The study highlights the challenges the researcher faced in teaching the concepts of religious
artifacts and attires of different religions. This chapter focuses on the background of the study,
statement of the problem, objectives, research questions, significance of the study, delimitation
and limitations, definition of key terms and summary.

1.2 BACKGROUND OF THE STUDY

During my teaching practice in Chinhoyi at Hope Tariro Hope, I identified that learners were
failing to grasp concepts on religious artifacts and attires of different religions. The challenge
was discovered when the facilitator gave learners individual written work on religious artifacts
and attires of different religions using different methods of teaching, the learners performed
below standard. The facilitator again gave learners questions on religious artifacts and attires
using storytelling and the learners performed quiet well. The aim of this research is to ensure that
learners grasp concepts on religious artifacts and attires of different religions so that each and
every religion in Zimbabwe in catered for.

1.3 STATEMENT OF THE PROBLEM

Learners in Grade four St Brigid at Hope Tariro Hope are failing to grasp the concepts on
religious artifacts and attires of different religions when using different methods of teaching.

1.4 OBJECTIVES OF THE STUDY

By the end of the lesson, learners should be able to:
1. Find out attires and artifacts of other religions through storytelling.
2. Describe attires and artifacts of other religions through storytelling.
3. Examine the effects of storytelling on the teaching of religious artifacts and attires.
4. Find out difficulties that are being faced in understanding the concept of religious artifacts and
attires of different religions.

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1.5 RESEARCH QUESTIONS
The research study will attempt to answer the following questions:
1. What are the challenges that are facing learners in understanding the concepts of religious
artifacts and attires of different religions?
2. How can the teaching of religious attires and artifacts of different religions help learners?
3. What are the effects of storytelling on teaching the concepts of religious artifacts and attires of
different religions?
4. How can the teaching method of storytelling help as well as improve the understanding and
importance of religious artifacts and attires of other religions?

1.6 SIGNIFICANCE OF THE STUDY

It is the researchers hope that the knowledge gained in this research will help the following
people:

1.6.1 The researcher

The study has equipped the researcher with appropriate storytelling to use when teaching
religious artifacts and attires using the storytelling approach. The research has helped the
researcher to identify areas of weakness in the teaching of religious artifacts and attires using the
storytelling approach and how to overcome them.

1.6.2 Teachers
The teachers will improve their teaching methods, attitudes and provide solutions as well as
suggestions that will assist them in teaching the religious artefacts and attires of other religions.

1.6.3 To the school

The school will identify and make available facilities as well as resources needed to improve
their learning environment and open the door for storytelling approach. The research addressed
some of the problems that faced the school pertaining to the teaching of Fareme using
storytelling.

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1.6.4 The college
The college will assess my problem in identifying as well as problem solving skills.

1.7 DELIMITATIONS
The research was carried out at Hope Tariro Hope Primary School in Chinhoyi urban,
Mashonaland West Province. This school is located in Mapako low density suburb in the town of
Chinhoyi. The class comprised of forty learners and the researcher carried out the research using
ten learners. The age range of the learners in the class was between eight to ten years.

1.8 LIMITATIONS
The researcher in carrying out her research faced numerous challenges. The time allocation for
the learning area Fareme was too short. This made it difficult for the researcher when she was
using storytelling so suitable time was fixed to ensure successful learning. The researcher
however did quite well whilst using the storytelling method as learners grasped the concepts. The
other challenge was that the researcher faced difficulties to travel to college for supervision.
Moreover there was lack of pedagogical content knowledge on the part of the researcher and the
supervisor managed to help.

1.9 DEFINATION OF TERMS

1. Approach – it is a way of dealing with a situation or problem (Kanfman, 1976).
2. Religious – religious means something to do with or related to religious or beliefs (Cox,
1983).
3. Moral Education – Moral entails doing something with respect of a deity or a god and fear of
penalization by society (Hall, 1982).
4. Pedagogy – the art or profession of teaching preparatory training or instruction (Meman –
Webster dictionary, 2005).
5. Brain based learning – a holistic approach to learning that accommodates different learning
styles and needs (Rose & Nichol, 1997).

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1.10 SUMMARY
This chapter focused on the background of the study, statement of the problem, objectives,
research questions, significance of the study, delimitations and limitations, definition of key
terms and summary. Chapter two will provide a review of related literature based on the effects
of storytelling on teaching religious artefacts and attires of other religions.

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CHAPTER TWO

2.0 OVERVIEW OF RELATED LITERATURE

Literature review relates a study to the larger ongoing dialogue in the literature about a topic
filling in gaps and extending prior studies (Cooper, 1984: Marshell & Rossman, 1999).

2.1 INTRODUCTION
This chapter will evaluate literature related to the use of storytelling on the teaching of religious
artefacts and attires of other religions with the review of strengthening the researcher’s
knowledge.

2.2 THEORETICAL FRAMEWORK

Piaget’s Cognitive Constructivism
The primary conceptual framework of Piaget’s theory is cognitive constructivism (Crain 2000;
Berk 2006) & Weissman 2007). Piaget emphasizes the importance of young children
constructing knowledge (understanding concepts) through their own activities, as opposed to
being told correct answers by others (Berk 2006, Hendrick & Weissman 2007). When mismatch
occurs, the child experiences disequilibrium, thereby activating his/her mental process to resolve
such disequilibrium and in so doing, created new scheme (Essa 2007; Hughes 1999). In this case
therefore cognitive constructivism is effective in the teaching of religious artefacts and attires of
other religions since they are able to say out what they are aware of, what they read.

Piaget (1962) believes that children can construct knowledge. This view suggests that the whole
child integrates both cognitive and emotional information in meaningful ways with the help of a
rich environment and supportive adult (Hirsh – Pasek et al, 2009). Central to this view is the idea
that knowledge is acquired through a constructive process of the learner and that through
meaningful activities, children do not only practice their social skills but also engage in cognitive
acts that expand their reports of learning (Hirsh – Pasek et al, 2009). From a practical viewpoint,
teachers who believe in the constructivist and experimentation and as seen as “operating with” a
child where the teacher follows as a “wait-challenge-wait” procedure and ensuring that the child
has ample opportunity to assimilate and accommodate through the provision of novelty in the

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environment (Bodrova Leong, 1996). In this case therefore according to my own perspective
view cognitive constructivism is very effective since learners are able to acquire knowledge from
what they are aware of and what they have experienced by relating to others. Moreover, other
learners easily grasp the concepts of religious attires of different religions from others as there is
learner to learner interaction.

2.3 WHAT IS STORYTELLING?

Masukusa (1991) says, storytelling is the ability to take an event from memory or from printed
page and make it come to life. According to Berk (2006), storytelling is the art in which a teller
conveys a message, truths, information, knowledge or wisdom to an audience often subliminally
in an entertaining way, using whatever skills (musical, artistic, creative) or props he chooses to
enhance the audience’s enjoyment, retention and understanding of the message conveyed.
Dudley (1997), stories are sometimes purely for joy and delight. Therefore storytelling gives
accounts of detailed information about an event or life situation in an interesting way while still
passing a moral message.

2.4 WHAT IS A STORY?

A story is a real or imagined account of events that describes experience. According to Haigh &
Hardy (2011) a story is an informed account of lived experience.

2.5 TYPES OF STORIES

There are several different types of stories you could potentially tell in your classroom. Harbor
knowledge of each type, so if you are lacking in one kind replace it with another. Stories include
true story from your own life, a true story from the life of someone you know, like a friend,
family member or neighbor, a true story from the news or current events, a story that took place
sometime in history or a fictional story, with made up characters or events.

2.6 WHAT MAKES STORYTELLING SO EFFECTIVE FOR LEARNING?

Boris (2011) says that telling stories is one of the most powerful means that leaders have to
influence, teach and inspire. According to Killan (1994) by using stories to discuss moral
lessons, develop problem solving skills and improve comprehension, one can have a deeply

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meaningful conversation with the child every day. Good stories do more than create a sense of
connection. They build familiarity and trust and allow the listener to enter the story where they
are, making them more open to learning (Brook, 1995). Storytelling is effective as it works for
all learners as learners easily remember the concepts they are taught. Weinsman (2009) is of the
view that stories we hold in common are an important part of the ties that bind therefore
storytelling is very effective as far as teaching the concept of attires and artefacts of different
religions.

2.7 WHY STORYTELLING WORKS

Storytelling remains a powerful element of communication, with the narrative being equally as
compelling as essays and textbooks. The humanize learning. According to Hughes (1999) stories
touch our emotions and make us laugh, cry, fear and get angry- a sharp contrast of presentation.
They can help in remembering process or connecting events with one another.

2.7.1 Rules to be followed when using storytelling

When storytelling it must be relevant. According to Despagne (2010), when storytelling you
should keep in mind what’s interesting to an audience, not what’s fun to do as a write. One
should provide structure to two stories. Find your passion. The storyteller should also know
when to edit, that is, according to Mello (2001).

2.7.2 Role of storytelling

Stories convey values and emotions and can reveal the differences and similarities between
people’s experiences. According to Kirkpatric (2007), storytelling is the individual account of an
event to create a memorable picture in the mind of the listener. Cox (2003) is of the view that
stories are used to educate, train, entertain and communicate messages. Storytelling adds richer
dimensions to understanding. According to Huigh & Hardy (2011) storytelling can communicate
the physical (body and verbal language, voice and intonation), intellectual and emotional aspects
of a person in the context of their past or present experiences, which enables a fuller
understanding of the individual. Riggles (2002) claims that a good story combines the explicit
with the tacit, the information with the emotion. Charon (2009) says that a health professional,
relates an example of how carefully considering story added to their knowledge and resulted in a

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positive outcome. The telling of stories gives richer understanding that forms the basis of good
assessment, decision making and positive intervention in practice. Storytelling places the person
at the center. According to Robert (2000) is of the view that telling a story, gives voice to what
experiences mean for an individual, rather than the clinical analysis based on measurable factors
alone.

Storytelling endangers empathy. Fairbairn (2002) claims that empathy involves the “attempt
imaginatively to inhabit the other’s world as that person, rather than the attempt to imagine one’s
own experiences. Hardy (2007) also highlights examples of how empathy, especially in relation
to understanding cultures diversity, is the key to a fuller understanding of a person. Storytelling
also encourages reflection. It creates space for professionals to reflect on their own moral
compass and their personal values and practice in relation to other groups that is, according to
Livesley (2008). Moreover storytelling is open in many truths. According to Reissman (2000)
and Bailey & Tilley (2002), story has the ability to create and communicate many personal truths
and not just one objective truth. Scwandt (2000) argues that knowledge is something that human
beings do not find access but create.

This is based on the philosophy that knowledge is not predefined or out there but continually
changing in light of new experiences and influenced by, for example, shared understandings,
culture and language, Denning (2000) asserts that the power of story to bring change comes not
from the story itself but from the reactions that it creates in the mind of the listeners. Stories
therefore are fluid interpretations that can change depending on cultural, social and personal
circumstances which they are told and retold by others. According to Koch & Polkinghorne
(2007), storytelling creates spaces for readers or listeners to make their own judgments and
meanings to adopt an open mindset, rather than accepting them as true, accurate accounts of
reality.

Storytelling represents individual and shared realities. According to Mella (2001) stories convey
values and emotions and can reveal the differences and similarities between people’s experiences
where storytelling can elucidate personal life events and their meanings. It can also serve to
reveal something about both conflicting and shared social and political understanding for

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example around subjects such as gender, race and disability that is according to Riessman
(2000). Little and Froggett (2009) say storytelling has the potential to gain access to the
complexity of both individual and shared realities in a way methods struggle to achieve. It
advocates a participative democracy , aspiring to give voice to marginalized or excluded groups
and provides opportunities to challenge or champion commonly held assumptions and beliefs,
that is, according to Bell (2010). Therefore storytelling is very essential when teaching the
concepts of artefacts and attires of different religions as it represents individual and shared
realities.

Storytelling aids learning and development. Mckee & Fryer (2002) says that stories are how we
remember; we tend to forget lists and bullet points. Storytelling facilitates a more informal way
to learn than traditional teaching methods and in less analytical in its approach. Swap (2001)
distinguishes experimental learning from that of being taught. Learning by experiencing
something uses a different part of memory than learning by teaching. The crux of authors
argument is that memories rooted in personal experience are easier to retrieve, so that the
knowledge sticks and can be applied more readily practice. The fact that personal stories are
grounded in real-life or hypothetically real events also make them easier to identify and locate in
memory. Therefore storytelling is very essential in teaching the concept of attires and artefacts of
different religions.

2.7.3 Why storytelling is valuable to the storyteller

Retrume self-identity and encourages personal development. Evidence suggests that the process
of storytelling enables the concepts of self and the life story to connect in a way that facilitates a
reframing of identity and encourages personal growth that is according to Mackay (2008). On
imparting a story, an individual expresses the significant events in their own words and in their
own time and is empowered to reflect. The process enables new awareness and new meanings
that reformulate the tellers’ sense of self and help them move beyond the illness that has defined
them. Mclean and colleagues (2007) asserts that telling negative stories is deemed a more
powerful catalyst for creating positive perceptions of self that reflecting on the detail of a
disruptive life event helps shape self-identity much more effectively than a positive story, which
more commonly serves to entertain or educate.

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a.) Is a relationship that co-produces meaning
The nature of the relationship between the teller and listener is key to the outcome of storytelling
process according to Davison (2009). According to Riessman & Quinney (2005), participatory
practice that is empowering for client depends on relationships, a hallmark of social work and
narrative. The storytelling relationship involves a listening and engagement that is different to
that of a performer – audience or interviewer – participant, according to Gaydos (2005). In this
case, storytelling is very effective in teaching the concept of religious artefacts and attires of
different religion.

b.) Promotes resilience

Resilience involves a willingness to turn negative emotions involved in disruptive life events into
something strengthening and empowering. According to East (2010) resilience is developed by a
process of reflection on meanings, which enables emotional insights. The support of peer and
other networks is key to forming bonds and feeling connected to other people. The combination
of these factors results in a strength in people, which is based on the premise that life experiences
(including negative experiences) offer opportunities for personal growth.

c.) Storytelling is therapeutic

The therapeutic value of telling a story is often reported in storytelling work according to Hardy
(2007). Davison (2009) argues that while concern for individuals’ well-being in storytelling is
often expressed and some tellers have reported a degree of aspect in relaying their story, it is
recognized that for the part, the positive of telling their story far outweigh any emotional distress
encountered. It is more often that the act of telling a story and reflection on it has a catalyst
recovery.

2.7.4 Advantages of storytelling

Storytelling according to Haigh & Hardy (2009) promotes understanding of other people’s
cultures. In stories, one will feel connected to others and this promotes compassion, tolerance,
respect and responsibility. It connects the family, school and even the community. Mello (2001)
says that it is feeling, moving and being the benevolent king, the sharing elves and even the

10
mischievous monkeys. Storytelling creates a love of language and motivation to read. Quinney
(2005) says that storytelling improves listening skills that are essential in learning and in
relationships. Storytelling encourages creative writing, creative thinking and problem solving.
Davison (2009) says that when children play a story out they have a chance to change the
characters, the conflict or resolution. When you make those kinds of changes you see the
possibilities in a story and in life. It empowers a child to change the world according to Roberts
(2000). In a story a listener can personally experience fear and heroism, love and hate,
compassion, sorrow, grief and joy in a controlled and safe environment. According to Livesely
(2008), we develop stronger memories for events of our lives when we learn to convert our
events to meaningful memories. Moreover, according to Peterson & Briggs (2001), storytelling
assists the child in gaining language. Lawrence & Paige (2013) are of the view that storytelling is
a collaborative and participatory way of creating and sharing information and knowledge. It has
also been found that storytelling assist the child in building emotional literacy, that is according
to Denham et al (2003). Through reflection, a storyteller can gain deeper insight into one self.
Storytelling is one way in which people understand events that have happened in their lives, that
is, according to Lawrence & Paige (2013). By listening to a story, children begin to understand
sequence, their vocabulary becomes enriched and they begin to know that they have to tell
stories, that is, according to Pekdogan (2016). The practice of storytelling allows them to grow in
the community. Therefore storytelling is effective when teaching religious artefacts and attires of
different religions.

2.7.5 Disadvantages of storytelling

One advantage of storytelling is that one can run the danger of simplifying the story, that is,
accoding to Josselson (2007). Storytellers expressing their stories in a professional context may,
for personal reasons, omit details of a story, exaggerate it or even make some of it up. This can
be influenced by the role of the listener whether they are distracted and indifferent or engaged
and interested. Mclean (2007) argues that the importance of responsive listening, not only in
determining what person may disclose but also determine the outcome for the teller. Storytelling
can be demoralizing. This can leave other people feeling isolated, stick and demoralized.
Storytelling can restrict people who have communication difficulties such as lack of
communication difficulties such as lack of speech, multiple disabilities, withdrawal and mental

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health problems according to Waller & Black (2012). Moreover, through storytelling learners
may end up making noise therefore this will affect the learning process, that is, according to
Charon (2009).

2.8 SUMMARY
This chapter provided a review of literature. Storytelling on the teaching of religious artefacts
and attires has become not only an important tool but also a very essential tool that could be used
to influence learners to learn about other religions. The chapter looked at literature on definitions
and on theories.

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CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 INTRODUCTION
In this chapter, the researcher focuses on research design, population sampling procedures,
research tools, data collection procedures and data presentation. It also gives details on the
sample which was selected from the population and tools that were used in the collection of data
will be reflected.

3.2 RESEARCH DESIGN

Makore (2001:54) affirms that “a research design is a plan or structure for investigation”.
Mcmillan & Scumacher (1993) say, “Research design refers to a plan for collecting subjects,
research sites and data collection procedures to answer research questions.” According to Cohen
& Manion (1992:40), “a research design is a systematic way of gathering data at a particular
point of time, with the intervention of describing existing conditions, identifying standards on
which existing conditions can be compared with and determining the relationships that exist
between specific events.” Sidhu (1984) further on defines research design a process by which
practitioners attempt to study their problems scientifically in order to guide, connect and evaluate
their decisions and actions. Therefore one can describe a research design as the strategy, the plan
and the structure of conducting a research project. The researcher opted to use the descriptive
survey in her research. The descriptive survey had its own strengths and weaknesses.

3.2.1 Descriptive survey

For the purpose of this research, the researcher is carrying out her research preferred to use the
descriptive survey as a research design as it is mainly and commonly used for gathering
information at a particular time with the aim of describing the nature of existing conditions.
According to Best and Whan (2006) a descriptive survey is an excellent vehicle for measurement
of attitude and orientation preventing a large population.

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3.2.2 Strengths of Descriptive Survey
Proofer (2001) says a descriptive survey gives statistical information about an event as well as
giving an idea about how people experienced the event. According to Johnson (2001),
descriptive survey gives the researcher the ability to look at what he/she is studying in various
aspects and can provide a bigger overview. Johnson went on to highlight that one can use
different forms of data as well as incorporating human experience. Hury (2001) also says that
people who are being studied are unaware so they do everything in a normal situation.

3.2.3 Weakness of Descriptive Survey

Best & Khan (2006) admit that it requires expert and imaginative planning, careful analysis and
interpretation of the data gathered and logical skillful reporting of the findigs. The survey at that
time can describe a population that is limited for example the survey may include ten learners out
of a class f thirty-nine learners and this means that this is the only group that is being considered.

3.3 POPULATION
Johnson (2001) says that population includes all people or items with characteristics one wishes
to understand. Tuckman (1994) highlights that population is a target group about which the
researcher wants to get information. Sidhu (1996) defines population as an aggregate or total of
objects or individuals regarding which references can be made in a sampling study. This is also
supported by Donald (1976) when he emphasizes that population is the number of people having
at least the same characteristics in common. Young (1981) says that population is the entire
group from which a sample is chosen. Best & Khan (2006) are of the view that population is any
group of individuals that have one or more characteristics in common. From the above definition
population refers to the whole group from which a sample can be selected whose goals and
interest are the same. The targeted population in this research was Grade 4 St Brigid at Hope
Tariro Hope and ten learners were used in the research. The class has a total of thirty-nine
learners, nineteen were girls and twenty were boys. Learners have an average of ten to eleven
years. Four teachers were used in this
research from Hope Tariro Hope. Two are grade three teachers and the other two are grade four
teachers.

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3.4 SAMPLE AND SAMPLING PROCEDURE
Ten learners at Hope Tariro Hope were used who are in Grade 4 St Brigid as part of the sample
of the research. Cohen & Marion (1977) define a sample as a group of population used to draw
or represent a population. Best & James (2006) says that a sample is a small portion of the
population that is being selected for observation and analysis. Wough (1990:14) suggests that a
sample is a group of people taken from the population to act actively or to take part. According
to Johnson (2001) a sample is a method used statistically valid inferences when it is impossible
to measure the total population.

3.5 RESEARCH TOOLS

William (2000) emphasizes that the research instruments and other sources are used to obtain
information from the subject. Makore (2001) defines research instruments as tools used for
collecting data. Littleman & Simon (1997) eludes to the view that research instruments are
instruments that are used to gather data needed to find solutions to the problem under
investigation and control of that subject. Therefore research tools are instruments used to
calculate data and information needed to find a solution to a certain problem. In this research the
researcher used research tools like schemes of work, lesson plans, learners work, questionnaires
and interviews to collect data.

3.5.1 Schemes of work

Chikuni (2002) defines a scheme of work as a document that gives specific background about the
learners and the programme for a given length of time usually a term from a syllabus. Barker
(1990) says a scheme of work is basically the teachers own personal plan of what he or she hopes
to teach. Kasambira (1993) goes on further to suggest that a scheme of work is a medium range
plan. A scheme of work is a prior plan of what is to be taught and learnt. Therefore a scheme of
work is an outline of a subject covering a period usually a term, drawn from the syllabus. A
scheme of two weeks was prepared on the concept religious artefacts and attires of other
religions. The scheme for the first week had other teaching methods for example question and
answer, group work as well as dramatization then the second scheme for the second week was
based on storytelling as a teaching method. This was done so that the teacher would be able to

15
notice the impact of storytelling method in teaching the concept of religious artefacts and attires
of different religions.

3.5.1.1 Advantages of schemes of work

Scheming ensures that the facilitator has clear ideas of what learners are to learn and what time
and how they are to be taught. In this case lessons had to flow smoothly because first a scheme
of work was available which allowed the facilitator to organize concepts that are to be covered.
According to Chikuni (2002), scheming provides an opportunity for the facilitator to select
content and activities appropriate to a particular Grade level and capacity of children. In this case
scheming provides ample time for the facilitator to prepare, to make and collect materials or
equipment that will be required in the teaching of activities. Brown (2004) says that scheming
allows the facilitator to have a full view of what is to be taught.

3.5.1.2 Disadvantages of scheming

Kasambira (1998) emphasizes that schemes of work can be repeated year after year therefore
they keep on doing the same activities and methods. The facilitator can wrongly misinterpret the
syllabus hence can end up teaching the learners giving them irrelevant data. Scheming needs a
lot of time to break down major concepts into teachable units for the week. Gwarimba (2001)
says that schemes of work are time consuming in terms of preparation.

3.5.2 Lesson Plan

A lesson plan has detailed information of the individual lessons that are to be taught that a
teacher plans on a given day. Barker (1990) says that lesson plans are directly derived from the
schemes of work. Brown (2004) says that a lesson plan is a combined set of activities that focus
on one teaching objective at a time. Therefore a lesson plan is a set of guidelines for substitute
teachers. One can come and take up the lesson quite well using the detailed lesson plan. The
facilitator wrote six detailed lesson plans and in her research used four detailed lesson plans.

3.5.2.1 Advantages of a lesson plan

A lesson plan is very important as it makes it easy for the facilitator since he/she has an overview
of the lesson before teaching. Barker (1990) views a lesson plan as directly derived from the

16
schemes of work hence this makes it easier to come up with a detailed lesson plan which makes
learning effective. Johnson (2001) says that lesson plans are arranged step by step which will
ensure that the lesson flows smoothly. According to Mallick (2012) makes matters to be
organized in a time frame.

3.5.2.2 Disadvantages of a lesson plan

Kasambira (1998) says that a lesson plan requires a lot of time to be prepared. Gwarimba (2001)
also says that it requires extra time to plan a lesson. The teacher is disadvantaged in the sense
that he/she is teaching guided by boundaries in the lesson plan. The facilitator cannot add any
other information which was not considered in the lesson plan. Lesson plans require careful
planning hence it is time consuming.

3.5.3 Questionnaires
Leedy (1993) says that questionnaires are instruments or tools designed to seek information
needed in the same case of research problem under discussion. Farrant (1980:118) says
questionnaires a designed to provide systematic information in a particular project. According to
Sharma (1993) a questionnaire is a set of stimuli which literate people who are exposed in order
to observe their verbal behavior under these stimuli. The researcher had to use four
questionnaires which were given to grade three and grade four teachers at Hope Tariro Hope
School. The questionnaires had ten uniform questions which were both close and open ended.
Open ended questions allowed the teachers to express their thoughts without being limited.
Questionnaires are restricted to two basic types, that is, the close ended and open ended
questions for which a suitable list of respondents were given concerning the storytelling method.
According to Leedy (1993) a questionnaire is a list of pre-set questions given to respondents to
secure responses to those questions. They are an instrument which has great potential when
properly used.

3.5.3.1 Advantages of Questionnaires

Sharma (1993) says that questionnaires are time saving since people just tick were they think is
the appropriate answer hence there is no time wastage. According to Popper (2001) large
amounts of information can be collected from a large number of people in a short period of time

17
and a relatively cost effective way. Leedy (1993) says that questionnaires are quite good since
they cover a number of people during a short space of time. Respondents were given a chance to
give their own opinion.

3.5.3.2 Disadvantages of questionnaires

The researcher required a lot of time to prepare the questionnaires. Some respondents were also
writing answers without thinking first. According to Farrant (1980) some respondents just tick
their answers without fully thinking the correct answer. Moreover, questionnaires restrict the
respondents from giving his/her the opportunity to express views. According to Sidhu (2001)
questionnaires permit the respondents to modify his/her answers to earlier questions where
he/she finds that he or she is contradicting himself or herself while answering some later
questions. Stiggens (1987) emphasizes that the respondent is thinking to write or is writing and
cannot be noticed until the researcher makes up some follow ups and recognizing the problem.

3.5.4 Children’s work

Kasambira (2001) asserts that children’s work is usually thought of as grading pupils and
describing progress. This progress can be used to judge pupils’ efforts. Barker (1999) indicates
that children’s work helps the researcher to compare the degree at which lesson objectives are
met. Therefore for the purpose of the study, children’s work was to assess children’s
performance.

3.5.4.1 Advantages of children’s work

Desa (2011) posits that children’s work is justified and it is the best way that a facilitator can
measure the level of their understanding of the concept taught. It shows whether the learners
have grasped the concepts or not. Robson (2007) says that children’s work enables the facilitator
to plan for the future.

3.5.4.2 Disadvantages of children’s work

Facilitators can make wrong judgements on children’s work and their performance according to
Brayman (2003). Partan (2013) is of the view that in some exercises learners perform badly but
later on, they progress very well.

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3.5.5 Interviews
The researcher used interviews as a research tool. Haralambos & Holbon (1990:733) states that,
“an interview is having a conversation with somebody”. Cohen & Marian (1998) states that an
interview is there for an interviewer to gather certain information on the given research.
According to Sidhu (1984) an interview is when an investigation gathers directly from others on
face to face contact. Lamleach (1984:312) acknowledges that “face to face contact allows
questions to open ended and determined by nature of interaction.” Therefore an interview is a
way of gathering data through interaction between the researcher and the respondents. The
interview was done with the school deputy head and the T.I.C. The interview was mainly
focusing on the children’s attitude towards religions, artifacts and attires of other religions and
methods that are normally used by the teacher when teaching the concept of religious artifacts
and attires of different religions as well as the effectiveness of the storytelling method in
teaching the concept.

3.5.5.1 Advantages of interviews

Kocchar (1998) says that through interviews information is easily accessed. They achieve a high
response than other research tools. According to Loflund (1995) an interview gives detailed
information and rich materials that can be used. Interviews assisted the researcher to have access
to information. Reginu (1987) states that interviews require detail.

3.5.5.2 Disadvantages of interviews

Patton (1990) emphasizes that an interview is very expensive and requires a lot of time. The
interviews required a lot of time. According to Aggraval (2000) interviews are also regarded to
be expensive. A lot of techniques were also needed as the interview was carried out.

3.6 DATA COLLECTION

The researcher made use of detailed lesson plans. The detailed lesson plans were on different
exercises on the concepts of religious artifacts and attires of other religions. The researcher had
to make appointments with the two grade 3 teachers as well as the two grade 4 teachers.
Questionnaires were given to the teachers and had to answer both open and closed handed

19
questions. Appointments were also made with the deputy head as well as the T.I.C on interviews.
The interviews were carried out and those who were involved responded quite well. They had to
respond to questions on the use of storytelling on teaching the concept of religious attires and
artifacts of different religions.

3.7 DATA PRESENTATION AND ANALYSIS PROCEDURES

The researcher used tables and graphs to represent collected data. The aim of using tables and
graphs is to measure each child’s performance in the given individual written work in each
lesson, focusing on the use of storytelling in teaching the concepts of religious artifacts and
attires of different religions.

3.8 SUMMARY
This chapter focused on research design, population sampling procedures, research tools, data
collection procedures, data presentation and data collection procedures. The next chapter will be
focusing on data presentation, interpretation and analysis.

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CHAPTER FOUR
4.0 DATA PRESENTATION AND ANALYSIS

4.1 INTRODUCTION
This chapter focuses on data presentation, interpretation and analysis from written exercises after
using the storytelling method in the teaching of religious artefacts and attires of different
religions. Tables, graphs and pie chart will be used to present data. According to Shelly (2010),
when one has finished conducting a research there is need to organize, summarize and describe
data.

4.2 DATA PRESENTATION PROCESS

4.2.1 Table 1: Results for exercise on artefacts of Judaism

Name of A B C D E F G H I J
learners
Possible 8 8 8 8 8 8 8 8 8 8
marks
Marks 4 4 4 5 3 4 7 3 3 3
obtained
Percentages 50% 50% 50% 62.5% 37.5% 50% 87.5% 37.5% 37.5% 37.5%
of marks

The table above shows that 6 out of 10, which is 60% of the learners managed to get better
marks. 4 out of 10, which is 40% of the learners failed the given exercise. This shows that 40%
of the learners failed to grasp the concepts quite well on religious artefacts and attires of
Judaism. The way the learners performed probably is evidence those such methods as lecture and
question and answer that were used in teaching the concepts on artefacts of Judaism were not
effective. In this case another teaching method is to be used. The facilitator is to use an effective
method which is storytelling to teach concepts on religious artefacts and attires of different
religions.

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4.2.2 Graph 2: Results on religious attires of Judaism

A B C D E F G H I J
25% 50% 50% 25% 37.5% 37.5% 37.5% 25% 25% 50%

100
90
80
70
Marks obtained in %

60
50
40
30
20
10
0
A B C D E F G H I J
Names of Learners

The bar graph above shows results on how learners performed when they were given an exercise
on religious attires of Judaism. The majority of the learners failed to answer the questions. 7 out
of 10 of the learners, which is 70% failed to score better marks and got below 50%. 30% of the
learners scored better marks which is 60% and above. This may probably mean that the different
methods that were used were not effective hence the need for storytelling.

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4.2.3 Graph 3: Results for an exercise on Islamic attires using the storytelling method

A B C D E F G H I J
100 100 100 87.5 75 100 100 100 100 100

100
90
80
70
Marks obtained in %

60
50
40
30
20
10
0
A B C D E F G H I J
Names of Learners

Linear graph 3 shows the way learners performed on the exercise they wrote on Islamic attires.
All the learners did quite well and 9 out of 10, which is 90% of the learners got everything
correct. 10% of the learners managed to get 7 out of 8 which is 87.5%. In this case therefore,
storytelling was probably effective as learners managed to grasp the concepts quite well. Fryer
(2009) is of the view that methods which are learner centered make learning flow smoothly. In
this case storytelling was very effective.

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4.2.4 Pie Chart: Results on Islamic artefacts

J; 100 A; 100
I; 100 B; 100

H; 100 C; 100

G; 100 F; 100 D; 75
E; 75

The Pie Chart above shows the way learners performed on the exercise they wrote on Islamic
artefacts. The majority of the learners got everything correct, 8 out of 10, which is 80% got
everything correct. 20% of the learners passed but they did not get everything correct as they had
75%. In this case therefore, the way the learners performed probably shows that they grasped the
concepts quite well due to the storytelling method that was used.

4.2.5 Questionnaire results to teachers

Table 1
Questions for Total Yes Percentages No Percentages
the teachers teachers Responses Responses
1 4 4 100 - -
2 4 3 75 1 25
3 4 4 100 - -
4 4 4 100 - -

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5 4 3 75 1 25
6 4 4 100 - -
7 4 4 100 - -
8 4 3 75 1 25
9 4 4 100 - -
10 4 4 100 - -

1. On the methods you have used to teach Religious Artefacts and Attires, is the storytelling
amongst them?
Response from the teachers was 100% positive and they said they use the storytelling method to
teach religious artefacts and attires.

2. Is the storytelling method useful in making sure that the learners understand the concept of
religious artefacts and attires of different religions?
75% of the teachers responded positively as they supported that the storytelling method is useful
in making sure that the learners understand the concept of religious artefacts and attires of
different religions and 25% viewed storytelling as not effective/useful in making learners
understand the concept of religious artefacts and attires of different religions.

3. Does storytelling method make concepts on religious artefacts and attires lively and
interesting?
100% of the teachers agreed that storytelling methods make concepts on religious artefacts and
attires lively and interesting.

4. Does the storytelling method cater for religious differences among pupils?
The response was very positive and was 100% as they said the storytelling methods cater for
religious differences among the learners.

5. Is the storytelling method time consuming when teaching the concept of religious artefacts and
attires?

25
75% of the teachers agreed that storytelling method are time consuming when teaching the
concept of religious artefacts and attires and 25% were against the view that storytelling is time
consuming when teaching content on religious artefacts and attires as it requires more time.

6. Does the use of storytelling method enhance total participation in learners?

The response was 100% as teachers answered by agreeing that storytelling method enhance total
participation in learners.

7. Do you use any teaching media when using storytelling method?

100% of the teachers agreed that the use of storytelling method sometimes needs the use of
media.

8. Does the storytelling method require other methods of teaching when teaching?
75% of the teachers were of the view that storytelling method can be used with other methods of
teaching such as discussions for the lessons to be very effective.

9. Do you consider the age and level of understanding of the learners when using storytelling?
100% of the teachers said that they consider the age and level of understanding of the learners
when using storytelling.

10. Do you think the use of storytelling gives room for the learners to master the concepts easily?
100% of the teachers agreed that the use of storytelling gives room for learners to master the
concepts easily.

4.3 SUMMARY
This chapter focused on data presentation, interpretation and analysis. Tables, a graph as well as
a pie chart were used to present the performance of the learners through written exercises. The
results showed that the storytelling method is an effective way of teaching the concept on
religious artefacts and attires of different religions. In the next chapter, the researcher is to focus
on conclusions and recommendations.

26
CHAPTER FIVE

5.0 CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY
In this chapter, the researcher focuses on summary and findings of the study. It further draws
from the findings and finally recommendations. The main focus of the study was to investigate
the use of storytelling in teaching religious artefacts and attires of different religions to Grade 4
St Brigid at Hope Tariro Hope. The researcher noted from the findings that learners performed
quite well when they were given individual written work by the facilitator using the storytelling
method as compared to the individual written work. They wrote essays using other methods of
teaching which is the lecture method as well as question and answer. Moreover, responses from
the questionnaires given to the four teachers shows that storytelling method is effective as it
enhances total participation of the learners and it gives room for the learners to master the
concepts easily, it promotes learner to learner interaction. Furthermore, storytelling method
makes the concepts on religious artefacts and attires lively.

Furthermore, from the interviews conducted, the headmaster and the T.I.C highlighted that
facilitators respond positively when using storytelling method and deliver the content quite well
using this method. Through all the above points, the researcher alludes to the view that
storytelling method is one of the methods facilitators should employ when teaching.

5.2 CONCLUSION
From the findings, it can be concluded that the storytelling method is very effective as compared
to other methods of teaching like the lecture method as well as question and answer. The
researcher concludes that in order for the lessons to be lively and interesting the storytelling
method should be used by the facilitators. Moreover, storytelling method should be considered
when teaching so that learners can understand better the concepts of religious as well as other
concepts in Family Religious and Moral Education. However for storytelling to be effective it
should be used with other methods of teaching such as discussion and dramatization. This will
enable the learners to grasp the concepts quite well without challenges.

27
Moreover the storytelling method requires a lot of time as shown by the responses given by the
responses given by the facilitators on the questionnaires. In this case some of the teachers do not
use storytelling method in their lessons as they find it to be time consuming.

5.3 RECOMMENDATIONS
From the study, the researcher recommends that teachers should use the storytelling method
when teaching concepts on religious artifacts and attires as well as other concepts on Family,
Religion and Moral Education as it is very effective. The school administration should organize
workshops for new facilitators at the school so that they are educated and informed on the
effective use of storytelling method as they might lack pedagogical content knowledge on how to
use storytelling method. Moreover, storytelling should be used with other methods of teaching
such as dramatization and discussion in order for the learners to understand the concepts quite
well. The facilitator also recommends the facilitators to effectively use time well when using the
storytelling method. This is very important as some concepts may not be grasped if time is not
managed well when using this method.

5.4 SUGGESTIONS FOR FURTHER STUDIES

For further studies, the facilitator recommends that other concepts on religion are looked at
besides religious artefacts and attires of different religions. Further studies on the Holy Book and
places of worship of different religions should be looked at because it has a connection with
religious artefacts and attires.

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