Cognitive Development Outcomes of Storytelling Media: A Comparative Study of Pakistani Government and NGO-based (Charity) Schools
DOI:
https://doi.org/10.32350/mcr.61.07Keywords:
storytelling, media effects, SDG4, development communication, government schools, charity schools, cognitive skills, children education, low socio-economic classAbstract
This paper reflects on the factors involved in nurturing students’ cognitive development from storytelling media with respect to the different school categories. The study was specifically conducted on Pakistani students belonging to low socio-economic population. Keeping this class in mind, two classifications of schools were considered for the study: government and charity-based schools. The study aimed to examine whether there were any differences among the cognitive skills of students from different schools when they were exposed to oral and visual storytelling media. Experimental method was adopted for the study. Memory recall, vocal lexicon and perspective were the cognitive skills the students were tested upon. A total of 200 students belonging to ‘late childhood’ age group participated in the study, selected through random sampling method. 100 students listened to stories from a teacher whereas the other half watched them on a television screen. Experiments were conducted on weekly basis. 10 episodes were included in the study. After each episode, students filled out a questionnaire based on the content they were exposed to. Results proved that charity schools are playing a more significant role in the development process of children through storytelling media learning as compared to students belonging to government schools in both methods
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