Teachers’ Perceived Influence of Yoruba Moonlight Tales on Pupils’ Social Behaviour in Public Primary Schools in Ifelodun, Osun State, Nigeria.

Abstract

The study investigated teachers’ perceived influence of moonlight tales on pupils’ social behaviour in public primary schools in Ifelodun LGA, Osun State. The study adopted a descriptive survey research design where one research question and three hypotheses were raised. The population of the study consist of 236 public primary school teachers in Ifelodun LGA, Osun State, where 59 teachers were randomly selected. A researcher-constructed questionnaire titled “Teachers’ Perception on Moonlight Tales and Pupils’ Social Behaviour” (TPMTPSB) was used for data collection. The validity of the instrument was conducted by two experts in Childhood Education and Psychology, the University of Ilorin respectively, while Cronbach Alpha reliability method used yielded an index of 0.72. Mean and standard deviation were used to answer the research question, while t-test and Analysis of Variance were used to test the hypotheses formulated. The findings revealed a positive perception of teachers on the influence of moonlight play on pupils’ social behavior. It was also revealed that there is a significant difference in the perception of teachers on the basis of gender, while there was no significant difference in the perception of teachers based on qualification and experience. It was recommended that moonlight play should be included in primary school curriculum as part of teaching techniques, so as to help in instilling good moral standard in the pupils. Moreover, the use of tales as a method of teaching should be imbibed by all teachers irrespective of their gender and qualifications.