ABSTRACT
The rapid advancement of technology has
significantly influenced educational practices worldwide, with digital
storytelling emerging as a powerful pedagogical tool that blends traditional
narrative with multimedia elements to enhance teaching and learning. This study
examines primary school teachers’ knowledge and use of digital storytelling in
teaching and learning within Dutse Local Government Area of Jigawa State,
Nigeria. Specifically, it aims to assess the level of teachers’ awareness and
understanding of digital storytelling, their practical integration of digital
storytelling tools in classroom instruction, and the challenges they face in
adopting this innovative method. Additionally, the study explores the perceived
benefits of digital storytelling for improving student engagement, motivation,
and learning outcomes. Adopting
a descriptive survey research design, the study targeted a population of 791
public primary school teachers across Dutse LGA, with a sample size of 248 teachers selected purposively for
data collection. Data were gathered using a researcher-designed structured
questionnaire, validated by educational technology experts, and tested for
reliability with a high overall consistency coefficient (α = 0.82).
Quantitative data analysis employed descriptive statistics such as mean and
standard deviation, along with inferential statistics including independent
t-tests to test the formulated hypothesis at a 0.05 significance level. Findings reveal that while a
moderate level of knowledge about digital storytelling exists among the
teachers, actual use of digital storytelling tools in teaching practices
remains limited. Key challenges identified include inadequate training, lack of
access to necessary digital resources, and infrastructural constraints within
schools. Despite these barriers, teachers acknowledged significant benefits,
including enhanced student creativity, improved comprehension, and greater
learner engagement. The study also found no significant gender difference in
teachers’ knowledge of digital storytelling. This research underscores the
critical need for targeted professional development programs to equip primary
school teachers with the skills and resources necessary for effective
integration of digital storytelling in their pedagogical practices. It also
highlights the importance of infrastructural support from educational authorities
to foster technology-enhanced learning environments. Ultimately, the study
contributes valuable insights to policymakers, educators, and stakeholders
seeking to leverage digital storytelling as an effective educational strategy
for improving teaching quality and student academic achievement in Nigerian
primary schools.
Table of Contents
DECLARATION PAGE.. ii
CERTIFICATION PAGE.. iii
DEDICATION.. iv
ACKNOWLEDGMENT.. v
ABSTRACT.. vi
LIST OF FIGURE.. xi
LIST OF TABLES. xii
LIST OF APPENDIX.. xiii
LIST OF ABBREVIATIONS. xiv
LIST OF SYMBOLS. xv
OPERATIONAL DEFINITIONS. xvi
CHAPTER ONE.. 1
INTRODUCTION.. 1
1.1. BACKGROUND OF THE STUDY: 1
1.3 RESEARCH OBJECTIVES. 4
1.4 RESEARCH QUESTIONS. 4
1.5 RESEARCH HYPOTHESES. 5
1.6 SIGNIFICANCE OF THE STUDY.. 5
1.7 SCOPE OF THE STUDY.. 5
1.8 DEFINITION OF TERMS. 6
CHAPTER TWO.. 7
LITERATURE REVIEW... 7
2.0 Introduction. 7
2.1 CONCEPTUAL FRAMEWORK.. 8
2.2.1. Digital Storytelling. 8
2.2.2. Teachers’ Knowledge. 13
2.2.3. Teachers’ Use. 14
2.2.4. Student Engagement 15
2.2.5. Teaching and Learnin. 17
2.3.0. Theoritical Framework. 19
2.3.1. Technological pedagogical content theory. 19
2.3.2. DIGITAL LEARNING THEORY.. 23
2.3. RELATIONSHIP BETWEEN REVIEWED LITERATURES. 27
CHAPTER THREE.. 35
RESEARCH METHODOLOGY.. 35
3.1 Research design: 35
3.2. Population of the study: 35
3.3 Sample and Sampling Techniques
3.4 Research Instruments. 36
3.5 Validity of the Instruments. 37
3.6 Reliability of the Instruments. 38
3.7 Procedure for Data Collection. 38
3.8 Method of Data Analysis. 38
3.9 Ethical Considerations. 39
CHAPTER FOUR.. 40
RESULT AND DISCUSSION.. 40
4.1. INTRODUCTION.. 40
4.2. DATA PRESENTATION AND ANALYSIS. 41
4.2.1. DEMOGRAPHICS IN INFORMATION.. 41
4.2 DISCUSSION OF FINDING.. 47
4.3. ANSWERS TO THE RESEARCH QUESTIONS. 49
4.3.1. Research Question 1: 49
4.3.2. Research Question 2: 49
4.3.3. Research Question 3: 49
4.3.4. Research Question 4: 50
4.4. TESTING OF HYPOTHESIS: 51
4.4.1. HYPOTHESIS ONE
CHAPTER FIVE.. 53
CONCLUSION AND RECOMMENDATIONS. 53
5.1. INTRODUCTION.. 53
5.2. Discussion of the Findings. 53
5.3 Implication of the Study. 54
5.4. Summary of the Findings. 55
5.5. Conclusion. 56
5.6. Recommendations. 57
5.7 CONTRIBUTING TO KNOWLEDGE.. 57
REFERENCES. 59
APPENDIX I. 63
APPENDIX II. 67
APPENDIX III
LIST OF FIGURE
1. Figure 3.1: Scanned Letter from Jigawa State
Universal Basic Education Board Showing Population of Primary School Teachers
and Number of Primary Schools in Dutse Local Government Area
LIST
OF TABLES
1. Table 3.1: Population Distribution of Primary
School Teachers in Dutse Local Government Area by Gender and School Location
2. Table 3.2: Sample Size Determination Using
Research Advisor (2006) with Margin of Error
3. Table 4.1: Demographic Information of Respondents
(Age, Gender, Teaching Experience, Qualification, etc.)
4. Table 4.2: Teachers’ Knowledge of Digital
Storytelling – Frequency and Percentage Responses
5. Table 4.3: Teachers’ Use of Digital Storytelling
in Teaching – Frequency and Percentage Responses
6. Table 4.4: Perceived Benefits and Challenges of
Digital Storytelling – Responses Summary
7. Table 4.5: Hypothesis Testing Results on
Teachers’ Knowledge of Digital Storytelling Based on Gender
LIST
OF APPENDIX
Appendix 1: Research Instrument (Questionnaire)
Appendix 2: Introductory Letter to Survey
Participants
Appendix 3: Letter Obtained from the Survey
Authority (Jigawa SUBEB)
Appendix 4: Validation Form for the Questionnaire
Appendix 5: Reference to Research Advisor (2006)
Guidelines
LIST
OF ABBREVIATIONS
DST Digital
Storytelling
LGA Local
Government Area
SUBEB State
Universal Basic Education Board
TPACK Technological
Pedagogical Content Knowledge
ICT Information
and Communication Technology
AI Artificial
Intelligence
VR Virtual
Reality
AR Augmented
Reality
LIST
OF SYMBOLS
Symbol Meaning
α Cronbach’s
Alpha (reliability coefficient indicating internal consistency)
H₀ Null Hypothesis
p Probability
value (used in hypothesis testing, significance level)
≥ Greater
than or equal to
≤ Less
than or equal to
± Plus-Minus
sign (indicates range or margin of error, e.g., mean ± standard deviation)
OPERATIONAL
DEFINITIONS
Primary School The
first level of formal education where children usually aged 5 to 11 years begin
to learn basic subjects like reading and math.
Teachers Individuals
responsible for facilitating learning by explaining, guiding, and instructing
students.
Use The
application or implementation of digital storytelling tools and techniques in
teaching activities.
Teaching The
act of helping others understand and learn through explanation, demonstration,
and guidance.
Learning The
process of acquiring knowledge, skills, or understanding through study or
experience.
Storytelling The
act of sharing stories to entertain, teach, or convey messages, often using
narrative elements.
Digital Storytelling The
integration of traditional storytelling with digital multimedia tools such as
text, images, video, and audio.
Knowledge (Teachers’) Understanding and skills possessed by teachers regarding
digital storytelling, including technical and pedagogical competence.
Student Engagement The
degree of attention, curiosity, and involvement students show in the learning process.
Learning Retention The
ability of students to remember and apply knowledge or skills over time.
CHAPTER
ONE
INTRODUCTION
1.1. BACKGROUND OF THE STUDY:
In the 21st
century, education is increasingly influenced by technological advancements
that shape how knowledge is delivered and received. One such advancement is
digital storytelling, an innovative instructional tool that blends the traditional
art of storytelling with multimedia elements such as images, audio, video, and
text. This approach has the potential to transform teaching and learning,
especially at the foundational level of education where engagement, creativity,
and learner-centered methods are crucial. The integration of digital
storytelling in the classroom can provide rich, meaningful learning experiences
that support curriculum objectives and stimulate learners’ interest. However,
the successful implementation of this method largely depends on the knowledge,
perception, and usage by teachers, particularly those in primary schools where
formative learning occurs.
This study investigates the knowledge and use of
digital storytelling among primary school teachers in Dutse Local Government,
Jigawa State. It seeks to determine the extent to which teachers are aware of
and utilize digital storytelling in their teaching practices and the challenges
they face in integrating it effectively into the learning environment. Storytelling has long been recognized as
a fundamental way to convey knowledge, culture, and values. With the advent of
digital technologies, storytelling has evolved into a dynamic pedagogical
strategy known as digital storytelling. Digital storytelling incorporates multimedia
tools to convey narratives, thereby making learning more engaging and
interactive. In primary education, where the attention span and learning styles
of pupils vary significantly, digital storytelling has been found to enhance
comprehension, retention, and motivation.
In Nigeria, and particularly in Dutse Local
Government Area of Jigawa State, the integration of digital technologies into
primary education is gradually gaining attention. Nonetheless, the extent to
which primary school teachers are equipped with the knowledge and skills to
employ digital storytelling as a teaching strategy remains uncertain. Limited
access to digital tools, inadequate training, and lack of awareness are some of
the barriers that might hinder its effective use. Understanding
the level of knowledge and the extent of use of digital storytelling among
teachers is essential for promoting technology integration in education. This
study explores these dimensions to provide data that could inform policy,
teacher training, and classroom practices in primary schools in Dutse.
The power of literacy extends far beyond the ability
to read and write. It encompasses the capacity to employ these skills to
connect, interpret, and navigate the complexities of the surrounding world
effectively. In today's digital age, the internet presents a wealth of
educational resources, yet it can pose a challenge for children who struggle to
sift through information, harness its full potential, and maintain a safe and
genuine digital footprint. In this context, the integration of digital
storytelling as an educational tool gains significance, enabling the electronic
communication of ideas and values within classrooms through the integration of
movement, text, and animation. When effectively
utilized, digital storytelling can reduce reliance on traditional teaching
methods, fostering an engaging and simplified approach to literacy education,
especially in lower-level and primary school settings. Despite the availability
of technology in classrooms, the full potential of storytelling as a
pedagogical tool has not been fully recognized. However, as technology
continues to advance and become more accessible, it holds the promise of
playing a pivotal role in enhancing the use of storytelling as a powerful educational
strategy.
This research aims to asses primary school teachers
knowledge and use of digital storytelling in Dutse local government area of
Jigawa state. It considers the multifaceted nature of academic achievement,
encompassing not only students' performance in core subjects but also their
problem-solving abilities, critical thinking skills, and overall academic
progress. Learning retention, on the other hand, significantly influences
academic achievement by fostering knowledge application, critical thinking, and
adaptability, ultimately contributing to enhanced academic outcomes and
lifelong learning skills. As such, the exploration of effective learning
strategies that promote retention holds the potential to advance student
success and educational outcomes. Learning retention based on pupils' literacy
refers to the ability of Students to retain and remember literacy-related
knowledge and skills over time. It focuses specifically on their capacity to
retain and apply concepts and skills related to reading, writing, and language
development. Pupils with strong learning retention in literacy can remember and
understand what they have read in story or rhymes. They are able to recall key
details, make inferences, draw conclusions, and summarize information from
various texts. Learning retention in literacy includes the ability to retain
and expand
One’s vocabulary. Pupils can remember new words they
encounter and understand their meanings in different contexts. They can apply
these words in their reading, writing, and oral communication. Pupils can
retain and apply strategies such as making predictions, using context clues,
summarizing, and visualizing enhancing their reading (Jibrin 2023).
Learning retention is an individual's ability to
remember and recall information, materials and experiences learn over time.
This acquired materials in the mind need to be preserved in form of images for
knowledge to develop. When a stimulating situation occur, retained images are
revived or reproduced to make memorization possible (Morris, 2000). Concepts,
therefore, need to be presented to the learners in a way or method that touches
their sub consciousness, which can trigger quick recalling of the concept being
taught or learnt. Okeke (2004) stated that teachers could improve leaning
retention of concepts and information by explicitly creating memorable events
involving visual or auditory images with projects, plays, simulations and other
forms of active learning, to boost pupil's retention of the concept. Okeke
(2004) further stated that whatever pupils have retained for about 12 to 24
Weeks after instruction, they might retain forever. In addition, the more time
that passes after learning, the less information will be remembered. Okoye
(2012) refers to learning retention as the process of maintaining the
availability of new meanings or some part of them. It may be suggested that the
amount of the original meaning that will be retained at any given point in time
is a variable quantity. Forgetting represents a decrement in the availability
of an acquired meaning that describes the loss in availability that occurs
between the original establishment of the meaning and its later reproduction. Considering
the two terms, retention is seen as a positive aspect of memory while forgetting
is seen as the negative aspect. Frequent reviews and tests, elaborated feedback
and active involvement of students in learning projects have been associated
with longer retention.
1.2. STATEMENT OF THE
PROBLEMS
Despite the proven benefits of digital storytelling
in improving students’ engagement and learning outcomes, there is a growing
concern that many primary school teachers in Dutse Local Government may lack
the required knowledge and competencies to effectively integrate this tool into
their teaching practices. Anecdotal evidence and preliminary observations
suggest that many classrooms in the area still rely heavily on traditional,
teacher-centered methods. There is limited research focusing on teachers’ digital
literacy, especially their knowledge and use of innovative strategies like
digital storytelling in this region. Without sufficient knowledge and practical
use of digital storytelling, pupils may be deprived of engaging and effective
learning experiences. This study, therefore, seeks to address the gap by
examining the extent of teachers' knowledge and their use of digital
storytelling in primary schools within Dutse Local Government.
1.3 RESEARCH OBJECTIVES
The main objective of this study is to determine the primary school
teachers’ knowledge and use of digital storytelling in teaching and learning in
Dutse Local Government, Jigawa State.
The objectives of
the study are to:
1. Determine the level of teacher’s knowledge of digital storytelling in in teaching primary school students in Dutse Local
Government Area, Jigawa State
2. Determne
level of teacher’s use of digital storytelling in in teaching primary school students in Dutse Local
Government Area, Jigawa State
3. Examine
the challenges teachers faced
in using
digital storytelling in teaching
primary school students in Dutse Local Government Area, Jigawa State
4. to determine the
benefit of using digital storytelling in teaching primary school students in
Dutse Local Government Area, Jigawa State
1.4 RESEARCH QUESTIONS
The following are the research questions that will
guide the study:
1. What is the level of teacher’s knowledge of digital
storytelling in teaching and
learning in Dutse Local Government area of jigawa state?
2. What level
of teachers
use of digital
storytelling in teaching and
learning in Dutse Local Government area of jigawa state?
3. What are the challenges teachers faced in using digital storytelling in teaching and learning in Dutse Local
Government area of jigawa
state?
1.5 RESEARCH HYPOTHESES
The following hypotheses would be formulated and they would be tested at 0.5
level of significance.
1. H₀₁:
There is no significant difference in
teachers’
knowledge of digital storytelling in teaching and learning in Dutse Local Government area of jigawa state based on gender.
1.6 SIGNIFICANCE OF THE STUDY
The finding of this
study are expected to be beneficial in difference ways: it will beneficial for
teachers, pupils, government, policy makers and parents.
Firstly, it will provide insights into the current
level of awareness and use of digital storytelling among primary school
teachers in Dutse.
Secondly, it will highlight the barriers to the
effective integration of digital storytelling, thus guiding stakeholders in
planning appropriate interventions.
Thirdly, the findings can inform teacher training
institutions and education policymakers on the need to incorporate digital
storytelling into professional development programs.
Ultimately, the study aims to contribute to the
enhancement of teaching and learning through effective use of technology in
primary schools.
1.7 SCOPE OF THE STUDY
This study is limited to primary schools within
Dutse Local Government Area of Jigawa State. It focuses on assessing teachers’
knowledge, and
use, of digital storytelling in the teaching and learning in in Dutse Local Government area of jigawa state. The study involves
selected public and private primary school teachers in the area and does not
extend to other local governments or secondary schools.
1.8 DEFINITION OF TERMS
1. PRIMARY SCHOOL: A school where children
receive their first basic education, usually from ages 5 to 11.Primary school
is the first level of formal education where young children begin to learn
basic subjects such as reading, writing, and mathematics.
2. TEACHERS:People who help others to learn
by explaining things, giving lessons, and guiding students.Teachers are people
who help others to learn by explaining lessons, giving instructions, and
guiding students to understand new things.
3. USE: To
take or apply something for a purpose or to get a result.Use:Use means to take
or apply something for a particular purpose or to get a result.Use means to do
something with an object or idea to help you achieve something.
4. TEACHING: The
act of showing or explaining something to help others understand and
learn.Teaching is the act of helping others to learn by explaining ideas,
showing how to do things, and guiding them to understand new knowledge or
skills.
5. LEARNING: The
process of gaining knowledge, skills, or understanding through study,
experience, or being taught.Learning:Learning:Learning is the process of
gaining knowledge, understanding, or skills through study, experience, or being
taught. Learning means getting new ideas or knowing how to do something you
didn’t know before.
Learning is the process of gaining knowledge,
understanding, or skills through study, experience, or being taught.Learning
means getting new ideas or knowing how to do something you didn’t know before.
6 . STORYTELLING: Storytelling is the act of telling or
sharing a story with others. It means using words, actions, or pictures to
describe events, people, and places—real or imaginary—to entertain, teach, or
pass on a message or lesson.
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