Moral values and social skills of pupils with mild intellectual disability: Does indigenous language storytelling and gender play any role

Abstract

Indigenous languages hold significance as they reflect the heritage and historical background of native communities across the globe. This research explores how storytelling in languages impacts the values and social abilities of students with mild intellectual disabilities. The study followed an experimental design employing pretest, post-test, and control group structures. To examine the influence of language storytelling and gender, a 2x2 factorial matrix was incorporated into the research. Convenient sampling techniques were used to select forty students from two schools in Ibadan, Oyo State. The study used tools such as the Moral Foundations Questionnaire to measure values and the Social Skills Rating System to assess social skills. The analysis involved conducting an Analysis of Covariance at a significance level of .05. The findings revealed that storytelling in languages enhanced moral values and social skills among students with mild intellectual disabilities. These results highlight the nature of reasoning, social skill development and various factors beyond gender considerations. Indigenous language storytelling fostered sensitivity, vocabulary growth and improved moral reasoning among pupils while contributing to language development and a better understanding of social dynamics. The findings indicate that it is crucial to include the growth of values and social skills in this population's development. The research emphasizes the advantages of reviving languages through storytelling to cultivate values and social abilities in pupils with mild intellectual disabilities. This contributes to their growth, cultural identity, and self-determination.