The effect of digital story workshop on secondary school students' 21st century skills and academic achievement

This thesis aims to examine the effect of digital story workshops on the development of 21st century skills of middle school students and their academic achievement in science course. In this study, it was planned as an action research in order to find the effect of the digital storytelling workshop on various variables. The participants of the study consisted of 30 students studying in the fifth, sixth and seventh grade at the state secondary school in Edremit district of Van province in the 2018-2019 academic year, and the science teachers working at the same school. In the study, "Achievement Test", "21st Century Skills Survey for Digital Storytelling", "Graded Evaluation Scale for Digital Stories", "Semi-Structured Interview", "Observation" and "Researcher's Diary" were used as data collection tools. The quantitative and qualitative data obtained from the data collection tools were analyzed and as a result, all sub-dimensions (learning and innovation skills, knowledge, media and technology skills, life and career skills) of the digital storytelling activities of secondary school 5th, 6th and 7th grade students. It has been found that it affects positively and this result is supported by semi-structured interview and teacher diary records. As a result of the use of digital story workshop activities, it was concluded that the development of 21st century skills and the digital stories created did not differ at the classroom level. As a result of the use of digital story workshop activities, it was concluded that the academic achievements of middle school 5th and 6th grade students in science course were positively affected, but not on 7th grade students.