The Effect of Story Mapping on Students’ Reading Comprehension

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

Reading comprehension is essential for academic success. Story mapping is a strategy that helps students organize and visualize the elements of a story, such as characters, setting, plot, and events. This technique supports understanding, retention, and critical analysis of texts (Kim, Vaughn, Wanzek & Wei, 2004).

Story mapping allows students to break down complex narratives into manageable parts. By creating visual representations of stories, learners can identify key ideas, sequence events, and make connections between information. This strategy also enhances vocabulary, attention to detail, and analytical thinking. Research shows that students who use story mapping demonstrate significant improvement in reading comprehension compared to those who do not use this strategy (Rapp, van den Broek & Espin, 2007).

In Nigeria, students often struggle with reading comprehension due to limited exposure to effective reading strategies. Teachers may rely heavily on rote learning, which does not develop critical thinking or analytical skills. Therefore, investigating the effect of story mapping on students’ reading comprehension can provide valuable insights into improving reading instruction.

1.2 Statement of the Problem

Many students face difficulties in understanding and analyzing English texts. Teachers report challenges such as students’ inability to identify main ideas, sequence events, and recall story details. Traditional teaching methods may not provide sufficient tools to develop comprehension skills. Additionally, research on the effectiveness of story mapping in Nigerian classrooms is limited. This study seeks to examine how story mapping affects students’ reading comprehension.

1.3 Objectives of the Study

The main objective of this study is to investigate the effect of story mapping on students’ reading comprehension.
The specific objectives are to:

1. Identify the story mapping techniques commonly used in classrooms.

2. Assess how story mapping improves comprehension, retention, and vocabulary.

3. Examine students’ attitudes toward using story mapping as a learning tool.

4. Recommend strategies for effectively integrating story mapping into reading instruction.

1.4 Research Questions

The study seeks to answer the following questions:

1. What story mapping techniques are commonly used by students and teachers?

2. How does story mapping affect students’ comprehension, retention, and vocabulary?

3. How do students perceive the usefulness of story mapping in reading activities?

4. What strategies can improve the use of story mapping to enhance reading comprehension?

1.5 Significance of the Study

This study benefits students, teachers, curriculum planners, and researchers. Students will improve comprehension, retention, and vocabulary through structured story mapping activities. Teachers can adopt story mapping to create engaging and effective reading lessons. Curriculum planners may design programs that incorporate visual and analytical reading strategies. Researchers will gain insights into practical approaches for improving reading comprehension skills in secondary schools.

1.6 Scope of the Study

The study focuses on secondary school students in Nigeria. It examines the effect of story mapping on reading comprehension, including understanding, sequencing, retention, and vocabulary. The research does not cover primary schools, tertiary institutions, or other language skills such as writing and speaking. It is limited to classroom-based reading activities.

1.7 Operational Definition of Terms

Story Mapping: A visual strategy used to organize and represent the elements of a story for better understanding.
Reading Comprehension: The ability to understand, analyze, and interpret written texts.
Retention: The capacity to remember and recall information from a story.
Vocabulary: The range of words students understand and use effectively in reading.