The Effect of Creating Digital Storytelling on Secondary School Students' Academic Achievement, Self Efficacy Perceptions and Attitudes Toward Physics

Authors

  • Nihat Kotluk PhD candidate, Department of Curriculum and Instruction, Faculty of Education, Yuzuncu Yil University
  • Serhat Kocakaya Assoc.Prof

Keywords:

Digital storytelling, Technology in education, Achievement, Physics, Secondary school students

Abstract

The purpose of this study is to examine the effect of Digital Storytelling (DST) on the (a) academic achievement, (b) attitude towards physics and (c) self efficacy perception of secondary school students. This study consists of an experimental group and a comparison group which are formed by equal number of students. The six-weeks study adopted a pretest and posttest experimental design involving 64 students in two physics classes taught by the same teacher. Digital story telling was additionally applied in experimental group. Non-parametric Tests have been used in the data analysis. Our findings indicate that DST participants performed significantly better than comparison group participants in terms of physics achievement. While in comparison group students‟ self-efficacy perceptions and attitudes toward physics decreased, in experimental group there was not any difference.

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Published

2017-01-03

Issue

Section

Articles

How to Cite

The Effect of Creating Digital Storytelling on Secondary School Students’ Academic Achievement, Self Efficacy Perceptions and Attitudes Toward Physics. (2017). International Journal of Research in Education and Science, 3(1), 218-227. https://ijres.net/index.php/ijres/article/view/867

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