The impact of individual and group-based digital storytelling in English course on academic achievement, attitude and retention (A mixed-methods study)

The main aim of this study is to determine the effects of individual and group-based digital storytelling practices in English language courses on students' academic achievement, attitudes toward the course, and retention of learning. Additionally, the study aims to explore students' perceptions regarding these instructional practices. Conducted within a mixed-methods study framework, the study employs an explanatory sequential design, integrating both quantitative and qualitative data to provide a multidimensional evaluation of instructional effectiveness. The study was carried out at a public secondary school located in a provincial city in the Eastern Anatolia Region of Turkey. The study sample consisted of 63 seventh-grade students. The intervention was implemented over a 12-week period and was integrated into regular weekly class hours through digital storytelling-based activities. In the quantitative phase of the study, a quasi-experimental design was employed, involving three groups: experimental group I: students engaged in individual digital storytelling; experimental group II: students engaged in group-based storytelling, and control group: students receiving traditional instruction. Each group included 21 students. Pre-tests, post-tests, and retention tests were administered using the English Academic Achievement Test developed by the researcher, and the Attitude Scale toward Middle School English Course developed by Aydoğmuş and Kurnaz (2017). Quantitative data were analysed using Shapiro-Wilk test, paired samples t-test, one-way ANOVA, ANCOVA, Kruskal-Wallis H test, and Mann-Whitney U test. For the qualitative phase, a case study approach was adopted, in line with the explanatory sequential design. Using maximum variation sampling, a total of 30 students from Experimental Groups I and II were selected for in-depth analysis. Data were collected through semi-structured interview forms, weekly learning journals, and observation forms to capture student experiences and perceptions regarding the digital storytelling process. The qualitative data were analysed using content analysis, offering a rich, multidimensional perspective on students' experiences during the implementation process. As a result of the study, it was found that individual digital storytelling significantly improved students' academic achievement as well as their attitudes towards the English course. Significant improvement in achievement was observed among students who applied group digital storytelling, although no meaningful difference was found in terms of attitude. In the control group, however, significant improvements were observed in both achievement and attitude. While there were significant differences between the experimental and control groups in favor of the experimental groups in both achievement and attitude, no significant difference was found between these groups regarding the retention of knowledge. Overall, this study revealed that digital storytelling, whether implemented individually or in groups, supports students' academic and affective development. However, differences were found between individual and group implementations in terms of learning retention and attitude development. These differences were concluded to be associated with multidimensional variables such as students' level of participation, task distribution, sources of motivation, and social interaction. In the qualitative dimension of the study, it was determined that digital storytelling had generally positive effects on students' cognitive and affective characteristics, although some challenges were encountered during implementation. When properly planned and supported by the necessary technical conditions in the classroom, the digital storytelling approach appears to be an effective method that enriches the instructional process and promotes active student engagemen