Abstract
The impacts of different technological facilities on the education of children have been studied mostly in the developed countries. One of such facilities is digital storytelling which has to do with the use of technology to tell a story to the children or learners. The use of digital storytelling in the classroom enables the teacher to motivate the study of the subject matter and to present the learning contents in interactive and interesting ways. However, in Nigeria, no study has been carried out to explore the effect of digital storytelling on children’s interest in basic science and this necessitated this study. Thus, this study explored the effect of digital storytelling on children’s interest in basic science within the context of simple repeated measures design. A sample of 42 primary three children participated in the study. Basic Science Interest Scale, which was properly validated, and trial-tested (α = .85) was used for data collection. Two different pretests and posttests were administered to the children before and after the treatment at an interval of one week. The data collected were analysed using mixed-design repeated measures analysis of variance. The findings of the study showed that children’s exposure to the use of digital storytelling had a significant effect on their interest in basic science. It was thus, concluded that the use of digital storytelling as an instructional strategy is very effective in enhancing children’s interest in basic science.
Presenters
Christian UgwuanyiResearch Fellow, Education Foundations, University of the Free State, Free State, South Africa Chinedu Ifedi Onochie Okeke
Professor, and Head: Department of Education Foundations, Faculty of Education, University of the Free State, Bloemfontein, South Africa, Free State, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Basic science, Digital storytelling, Interest, Simple repeated measures design
