Digital storytelling: experiment in social studies classroom

The teaching of Social studies has, to a large extent, focused on teaching methods that are deficient of addressing the educational needs of the 21st Century learners, such as the use of digital technology tools, resources and online activities to improve learners' achievements and attitudes towards Social Studies. Therefore, this study explored the effects of two modes of digital storytelling instructional strategies on the achievements and attitudes of elementary students in social studies. The study adopted a pre-test - post-test control group quasi-experimental design with a 3 × 2 × 3 factorial matrix. The study employed an intact class of 88 participants, restricted to three government-owned elementary schools in three Osogbo and Osun State district areas. Two treatments were used in this study. These are Think-pair-share Collaborative Digital Storytelling Instructional Strategy (TCDSIS) and Centralised Video-based Digital Storytelling Instructional Strategy (CVDSIS). The study, therefore, concludes that digital storytelling is an effective strategy in enhancing elementary pupils' achievements in Social Studies and their attitudes.