Abstract
This study examines the effectiveness of the Digital Storytelling (DST) teaching approach in improving English learning among ninth graders in four schools in Bengaluru, India. Using a sequential mixed-methods design, the quantitative phase included a non-randomized, post-test-only quasi-experimental design with 200 students divided into a DST-based experimental group and a traditional control group of 100 students each. Quantitative data were collected using a 12-item survey questionnaire, while qualitative data included self-reflection logs from 100 and interviews with 20 students from the experimental group. The results show that DST significantly improves language development and student satisfaction. This is evidenced by higher and more consistent post-test scores in the experimental group, with statistical significance confirmed by the Wilcoxon test. Increased engagement, understanding, and motivation reported by students are consistent with the quantitative improvements.
Published Version
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