Storytelling as a Pedagogical Tool for Moral Education in Community Schools of Ghana
Keywords:
storytelling pedagogy, moral education, community schools, Ghanaian education, cultural pedagogy, character developmentAbstract
This study investigates the effectiveness of storytelling as a pedagogical approach for moral education in Ghanaian community schools. Drawing from indigenous oral traditions and contemporary educational frameworks, the research examines how narrative-based instruction shapes ethical development among primary school students. Through qualitative analysis of classroom observations and stakeholder interviews across six community schools in rural Ghana, findings reveal that culturally responsive storytelling significantly enhances moral reasoning, empathy development, and community value internalization. The study demonstrates that when traditional Ghanaian folktales and moral narratives are integrated with participatory teaching methods, students exhibit deeper engagement with ethical concepts and improved application of moral principles in daily contexts. This research contributes to understanding how indigenous pedagogical practices can effectively address character formation in resource-constrained educational settings while preserving cultural heritage.
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