Project-Based Learning and Story Mapping Strategies on Senior Secondary Students’ Performance in Narrative Essay Writing in Makurdi, Benue State

Abstract

Writing is very crucial in education as it measures every aspect of learning. Its importance cuts across all levels of education, yet students perform poorly in writing, especially in narrative. Chief Examiners reports of both West African Examinations Council and National Examinations Council attribute this poor performance to poor teaching methods and strategies. This study investigated the use of Project-Based Learning and Story Mapping strategies in teaching narrative essay. The study adopted a quasi-experimental design. The population of the study was senior secondary II students in Makurdi Local Government Area of Benue State where 102 students were sampled using intact classes. The experimental group was taught using a combination of Project-Based Learning and Story mapping strategies in narrative essay writing, while the control group was exposed to conventional strategy. The findings revealed that the experimental group performed better. Therefore, it was recommended among others that the two strategies should be used in teaching narrative essay in secondary schools