Perspectives on Using Storytelling as a Means of Teaching and Learning: Reflections from Diverse Groups of Participants on the Theme “What’s in Your River?”

Abstract

This study explores learners’ views and perspectives on the use of the storytelling strategy to study the basics of ecology through the theme “What’s in your river?” at a field and laboratory summer school for thirty-two college students aged sixteen to eighteen years; and in the lecture theatre to teach ecological concepts to nineteen first-year university undergraduate students. The mixed method approach was applied in the study, with the collection of qualitative and quantitative responses. Questionnaires were administered to the undergraduate students with selected questions that relate to the use of storytelling and its application in learning. The undergraduate students were asked the following key questions: did you enjoy the use of storytelling as a learning resource and strategy? how has storytelling helped you in your learning of the basics of ecology? The main findings of the study are that after using storytelling as a learning strategy, 89% of the respondents said it helped them to think more clearly about the story structure; 84% of the students said it helped them to understand the course contents better; 63% stated that it motivated them to learn; and 58% said it was more useful and helpful than the direct dissemination of lectures. Knowledge of river organisms acquired by the students correlated highly (R-square of 0.7112) with the use of storytelling as a tool for learning. The reason why the students enjoyed the use of storytelling is that it is both affective and cognitive. This article will benefit educators as it suggests different ways of thinking in the transformation of information for positive environmental change.