This study examined the impact of creative arts integration on pupils' interest, comprehension, and retention in science learning at Kingdom Heritage Model School, Goshen, Karu Local Government Area, Nasarawa State, Nigeria. Using a mixed-methods design that combined quantitative survey data from 80 pupils and qualitative insights from key informant interviews with six teachers and focus group discussions with 12 pupils, the study explored how instructional strategies such as drama, drawing, music, storytelling, and model-making enhance the teaching and learning of science at the primary and junior secondary levels. The findings reveal that creative arts integration significantly improves pupils' engagement, comprehension, and retention of scientific concepts, with 77.5% of pupils reporting better understanding when creative methods were used and 85% affirming that drawing or singing helped them remember science facts. Teachers observed increased classroom participation and improved memory, particularly when lessons involved songs, role play, and visual illustrations. However, the study also identifies barriers such as resource scarcity, time constraints, inadequate teacher training, and rigid curricular frameworks that hinder sustained implementation. Grounded in Social Constructivism and Participatory Communication Theory, the study argues that creative arts are not supplementary tools but essential strategies for making science accessible, enjoyable, and meaningful. Recommendations include curriculum revision, teacher professional development, and increased institutional support for creative pedagogy in Nigerian primary schools.
Gift et al. (Wed,) studied this question.