Abstract

The problem of poor reading habits and low reading comprehension among primary school pupils in Enugu State persists despite the introduction of digital storytelling tools, largely because teachers' perceptions of these tools and the challenges they face in using them have not been systematically investigated. This study was guided by three research questions. The study adopted a descriptive survey research design. The target population comprised all 8,500 primary school teachers in Enugu State, from which a sample of 382 teachers was selected using Yamane's formula and stratified random sampling. The findings revealed that teachers perceived digital storytelling tools as having a positive effect on pupils' reading habits and reading comprehension, while identifying irregular electricity supply, inadequate devices, lack of training, absence of technical support, a crowded curriculum, and high cost of tools as major challenges.

Keywords