The effect of using of digital storytelling in information technologies and software course on digital literacy, 21st century skills, academic success and retention

It has been seen that digital storytelling activities have been used in various disciplines in recent years. In this study, it is aimed to determine the effect of digital storytelling on students' digital literacy, 21st century skills, academic achievement and permanence in the sixth grade Information Technologies and Software course. In the research, quasi-experimental design with pre-test and post-control group was preferred from the quantitative research methods. The study group consist of 78 sixth grade students studying in a public secondary school which is affiliated to the Ministry of National Education. There are 26 students in experimental group 1, 26 students in experimental group 2, and 26 students in control group. "21st Century Skills Scale for Secondary School Students", "Digital Literacy Scale for 10-12 Age Group Students" and "Academic Achievement Test" were used for collecting the data of the study. The experimental period carried on a total of 8 weeks in all groups. At the beginning of the process, pre-tests were applied in all groups. In experimental group 1, the lessons were taught with individual digital storytelling activities. In experimental group 2, the lessons were taught with cooperative digital storytelling activities. In the control group, the lessons were taught with the activities in the textbook of a publishing approved by the Ministry of National Education. In the eighth week of the process, post-tests were applied in all groups. Six weeks after the implementation of the post-tests, the permanence test was applied to all groups. One-way ANOVA for unrelated samples from parametric tests, ANOVA for mixed measurements and one-factor ANCOVA were used in the analysis of the data. In the results of the research, it was determined that collaborative digital storytelling activities had high effect on increasing the academic achievement of students, on the contrary, it was seen that ıt didn't have any significant effect on permanence, 21st century skills and digital literacy skills.