The Effect of Digital Stories on 3rd Graders’ Achievement, Attitudes and Motivation in Science Lesson

Yıl 2022, Cilt: 9 Sayı: 5, 127 - 142, 01.09.2022

Tarık Başar

https://doi.org/10.17275/per.22.107.9.5

Cited By: 3

Öz

This research aimed to determine the effect of digital stories on 3rd grade students’ achievement, attitudes, and motivation in science lesson. For this purpose, explanatory sequential design, one of the mixed methods, was used in the research. The study group, composed of primary school 3rd grade students, was identified via convenience sampling method. The students in the experimental group watched the digital stories prepared by the researcher in the experimental process of the research. 10 cognitive learning outcomes related to the units "Our five senses", "Let's recognize the force" and "Let's know the matter" included the Primary School Third Grade Science Curriculum of Turkey were taken as the basis during the preparation of the digital stories used within the scope of the research. As a result of the quantitative data obtained from the research, it was concluded that experimental group students’ achievement, attitudes, and motivation were higher in the science lesson compared to control group students’ achievement, attitudes, and motivation. Based on the results of the qualitative data obtained from the research, it was determined that the students found digital stories entertaining, interesting and intriguing. In addition, it was concluded that digital stories facilitate students’ learning process and provide them with the opportunity to associate what is learned in the lesson with daily life. It is recommended to integrate digital stories into the current Science Curriculum in line with the results obtained from the research.

Anahtar Kelimeler

digital story, science education, science curriculum

Kaynakça

• Akçay, S., Aydoğdu, M., Yildirim, H. İ., & Şensoy, Ö. (2005). The effect of computer assisted instruction in flowery plant subject in 6th grade students in science education on the success of students. Kastamonu Education Journal, 13(1), 103-116.
• Akgün, M., & Akgün, İ. H. (2020). The effect of digital stories on academic achievement: A meta-analysis. Journal of Education and Learning, 9(6), 71-83. doi:10.5539/jel.v9n6p71
• Aljaraideh, Y. A. (2020). The impact of digital storytelling on academic achievement of sixth grade students in English language and their motivation towards it in Jordan. Turkish Online Journal of Distance Education, 21(1), 73-82.
• Amayrah, E. A., & Al-Husaini A. S. A. (2021). The impact of using digital educational stories to improve the immediate and long-term achievement. International Journal of Vocational and Technical Education Research, 7(1), 22-34.
• Anılan, B., Berber, A., & Anılan, H. (2018). The digital storytelling adventures of the teacher candidates. Turkish Online Journal of Qualitative Inquiry, 9(3), 262-287. doi:10.17569/tojqi.426308
• Bayrakdar, C., & Şahinkayası, H. (2021). The effect of digital storytelling method on student achievement of ethics and safety unit in a rural middle school. Mustafa Kemal University Journal of Social Sciences Institute, 18(47), 147-173.
• Bilen, K., Hoştut, M., & Büyükcengiz, M. (2019). The effect of digital storytelling method in science education on academic achievement, attitudes, and motivations of secondary school students. Pedagogical Research, 4(3), 1-12. doi:10.29333/pr/5835
• Carvalho, L. C., & Cibrao, B. (2018). The educational use of digital storytelling in virtual classes of entrepreneurship: A comprehensive study of students’ perceptions. In Pedro I. & Luisa, C. C. (Eds.), User innovation and the entrepreneurship phenomenon in the digital economy (pp. 110-131). Hershey PA: IGI Global.
• Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2010). Technology integration for meaningful classroom use. A standard-based approach. Belmont, CA: Wadsworth Cengage Learning.
• Ciğerci, F. M. (2015). The use of digital stories to develop listening skills in the elementary school fourth grade Turkish course. (Unpublished doctoral thesis). Anadolu University, Eskişehir.
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. California: SAGE Publications, Inc.
• Çakı, M. N., Yıldırım, A., & Çam, A. (2021, May). Fen eğitiminde dijital hikaye kullanımına ilişkin çalışmaların içerik analizi [Content analysis of studies on the use of digital stories in science education]. Paper presented at the UFBMEK 2021, Burdur. Abstract retrieved from https://ufbmek2021.mehmetakif.edu.tr/files/kongre-ozetler-kitabi.pdf
• Çakıcı, L. (2018). The effect of digital story based teaching on mathematics of student’s academic achievement motivation and attitude towards mathematical activities. (Unpublished master’s thesis). Gaziantep University, Gaziantep.
• Çokyaman, M., & Çelebi, M. (2021). The effect of digital storytelling (DST) on academic achievement in foreign language teaching. Ahi Evran University Journal of Kırşehir Education Faculty, 22(2), 994-1035. doi:10.29299/kefad.993465
• Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J. A., & Spyrellis, N. (2009). Multimedia application with animated cartoons for teaching science in elementary education. Computers & Education, 52(4), 741-748.
• Demirbaş, İ. (2019). The effect of digital stories on the primary school students’ listening comprehension and creative writing skills. (Unpublished master’s thesis). Kırşehir Ahi Evran University, Kırşehir.
• Dewi, N. R., Savitri, E. N., Taufiq, M., & Khusniati, M. (2018). Using science digital storytelling to increase students’ cognitive ability. Journal of Physics: Conference Series, 1006, 1-5. doi:10.1088/1742-6596/1006/1/012020
• Foelske, M. (2014). Digital storytelling: The impact on student engagement, motivation, and academic learning. (Graduate research paper). University of Northern Iowa, Iowa.
• Kahyaoğlu, M. (2011). The views of elementary teachers on using new technologies in science and technology teaching. Journal of Educational Sciences Research, 1(1), 79-96.
• Karaoğlan Yılmaz, F. G., Gökkurt Özdemir, B., & Yaşar, Z. (2018). Using digital stories to reduce misconceptions and mistakes about fractions: an action study. International Journal of Mathematical Education in Science and Technology, 49(6), 867-897. doi:10.1080/0020739X.2017.1418919
• Karataş, B. (2019). The effect of the use of digital story on the academic success and attitudes of students in social studies. (Unpublished master’s thesis). Gazi University, Ankara.
• Karataş, F. (2020). The effect of using digital storytelling on academic achievement and permanence in primary school 3rd grade science course. (Unpublished master’s thesis). Muğla Sıtkı Koçman University, Muğla.
• Kobayashi, M. (2012). A digital storytelling project in a multicultural education class for pre-service teachers. Journal of Education for Teaching, 38(2), 215-219. doi:10.1080/02607476.2012.656470
• Kogila, M., Ibrahim, A. B., & Zulkifli, C. Z. (2020). A powerful of digital storytelling to support education and key elements from various experts. International Journal of Academic Research in Progressive Education and Development, 9(2), 408–420. doi:10.6007/IJARPED/v9-i2/7483
• Kubravi, S. U., Shah, S. O., & Jan, K. (2018). Digital story telling: The Impact on student academic achievement, critical thinking and learning motivation. International Journal of Research in Engineering, Science and Management, 1(12), 787-791.
• Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. New York: Routledge.
• Lunce, C. (2011). Digital storytelling as an educational tool. Indiana Libraries, 30(1), 77-80.
• Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the 21st century. Procedia-Social and Behavioral Sciences, 2(2), 3060-3064. doi:10.1016/j.sbspro.2010.03.465
• MNE (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Science course curriculum (primary and secondary school 3rd, 4th, 5th, 6th, 7th and 8th grades)]. Ankara: Ministry of National Education.
• Ohler, J. (2006). The world of digital storytelling. Educational leadership, 63(4), 44-47.
• Özerbaş, M. A., & Öztürk, Y. (2017). The effect of digital story usage on academic success, motivation and permanentity in Turkish course. TÜBAV Journal of Science, 10(2), 102-110.
• Özkaya, P. G. (2020). The effect of digital stories on the development of the Turkish language skills: a meta-analysis study. Journal of Mother Tongue Education, 8(4), 1386-1405.
• Özüdoğru, G., & Çakır, H. (2020). An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education. Participatory Educational Research, 7(1), 242-256. doi:10.17275/per.20.14.7.1
• Pala, F. (2021). The effect of using digital stories in the context of the social studies lesson journey to history unit on student academic achievement and retention. Dumlupınar University Graduate School of Education Journal, 5(2), 43-58.
• Pekmezci, S. (2014). Effects of short stories reinforced with information technology on students' success, their self efficacy and their attitudes towards science. (Unpublished master’s thesis). Pamukkale University, Denizli.
• Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228. doi:10.1080/00405840802153916
• Rossiter, M., & Garcia, P. A. (2010). Digital storytelling: A new player on the narrative field. New Directions for Adult and Continuing Education, 126, 37-48. doi:10.1002/ace.370
• Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506. doi:10.1007/sl1423-008-9091-8
• Sandaran, S. C., & Kia, L. C. (2013). The use of digital stories for listening comprehension among primary Chinese medium school pupils: Some preliminary findings. Jurnal Teknologi (Social Sciences), 65(2), 125-131.
• Santos, R. S. (2009). Impact of flash animation in learning concepts of matter among elementary students. (Unpublished master’s thesis). The University of Texas-Pan American, Texas.
• Sarıtepeci, M. (2021). Students’ and parents’ opinions on the use of digital storytelling in science education. Technology, Knowledge and Learning, 26(1), 193-213. doi:10.1007/s10758-020-09440-y
• Shemy, N. S. (2020). The impact of digital storytelling on motivation and achievement in teaching scientific concepts for pre-school students. European Journal of Education Studies, 7(12), 801-820. doi:10.46827/ejes.v7i12.3627
• Şahin, N., & Çoban, İ. (2020). The effect of digital story applications on students' academic achievement: A meta-analysis study. African Educational Research Journal, 8(3), 62-75. doi:10.30918/AERJ.8S3.20.047
• Turan, T., & Sezginsoy Şeker, B. (2018). The effect of digital stories on fifth-grade students’ motivation. Journal of Education and Future, 13, 65-78.
• Turgut, G., & Kışla, T. (2015). The use of computer-aided story in education: Literature review. Turkish Online Journal of Qualitative Inquiry, 6(2), 97-121.
• Uyanık, G. (2014). Examining the effectiveness of conceptual change approach in fourth grade primary school science and technology course. (Unpublished doctoral thesis). Gazi University, Ankara.
• Ünlü, B. (2018). The effect of digital stories based social studies courses on students’ achievement, locus of control and critical thinking skills. (Unpublished master’s thesis). Recep Tayyip Erdoğan University, Rize.
• Yılmaz, S., & Dinçer, B. (2019). The use of digital storytelling on teaching of the concept of arithmetic mean. Journal of Research in Education and Teaching, 8(4), 11-20.
• Yılmaz, Y., Üstündağ, M. T., Güneş, E., & Çalışkan, G. (2017). Utilizing digital storytelling method for effective Turkish language teaching. Educational Technology Theory and Practice, 7(2), 254-275.
• Yoon, T. (2013). Are you digitized? Ways to provide motivation for ELLs using digital storytelling. International Journal of Research Studies in Educational Technology, 2(1), 25-34. doi:10.5861/ijrset.2012.204