Jordanian primary school teachers’ attitudes towards using the storytelling strategy in math course: Empirical study

Abstract

This study investigated the Jordanian primary school teachers’ attitudes towards using the storytelling strategy in math course. The researcher adopted a descriptive analytical approach. The population involves all the math teachers who teach in Jordanian primary schools. The researcher developed a questionnaire. He selected a random sample that consists from 100 female and male math teachers who were selected from 100 Jordanian primary schools.  Questionnaire forms were distributed to those teachers by email during the first semester of the academic year (2020/2021). 95 forms were retrieved and considered valid for analysis. The response rate is 95 %. To analyse the data that was collected, the SPSS software was employed. The researcher found that Jordanian primary school teachers have positive attitudes towards using the storytelling strategy in math course. He found that this strategy improves achievement in math, motivates students to learn and makes learning enjoyable and easier.