The effect of digital storytelling based on problem-based learning approach on 10th grade students' geometry achievement and computer thinking skills

The aim of this research is to examine the effects of digital story activities based on problem-based learning on students' geometry achievement and computational thinking skills. To determine their effects on their skills, computational thinking, and geometry achievement, problem-based learning activities planned for this purpose were carried out in the form of sessions with the students who will participate in the research, and at the same time, the story created during the sessions was transformed into a digital story. The activities were prepared to take into account the secondary school 'Quadrias and Polygons' unit achievements. The study adopted an experimental approach and was designed according to the pretest-posttest weak experimental design without a control group. Qualitative data was collected to strengthen the experimental method during the data collection process. The sample of the research consisted of 23 tenth-grade students studying at a public high school in Gölhisar District of Burdur Province. Geometry Achievement Test, Computer Thinking Scale, 21st Century Skills Scale for Digital Storytelling, and Digital Story Evaluation Rubric were used as data collection tools. Qualitative data were obtained from semi-structured interviews. Following the data collection process, appropriate statistical analyses were performed and the results were discussed. The results obtained showed that the PBL approach had a statistically significant effect on geometry success; It has been shown that PBL-based digital story activities improve students' creativity, collaborative working, and algorithmic thinking skills. The qualitative data obtained showed that PBL-based digital story activities are effective in ensuring permanence in learning, helping reinforce the subject, and adding visuality to mathematics.