The effect of digital storytelling method on students' attitudes towards science course, academic achievement and colloborative learning skills

In this study, the effect of using digital storytelling method in the 7th grade science course 'Cell and Divisions' unit on students' attitudes towards science course, academic achievement and collaborative learning skills was examined. In the study, both qualitative and quantitative data were collected and mixed research design was used. The study was conducted according to the explanatory sequential design, which is one of the mixed method research designs. It consisted of 106 students from the 7th grade students of Sancaklar Secondary School in the central district of Siirt province. A pre-test was applied to the 7th graders in the school and according to the findings of the analysis, 3 classes close to each other were determined for the study. While student opinions were used to collect qualitative data, 'Attitude Scale towards Science Course', 'Cooperative Learning Skills Scale' and 'Academic Achievement Test' were applied for quantitative data. Digital storytelling technique was taught to the experimental and control groups in which pre-test and post-test method was applied. The Experimental 1 group performed collaborative digital storytelling and the Experimental 2 group performed digital storytelling individually. The control group was taught the subject with the traditional lecture method. For quantitative data, science academic achievement test, science attitude scale and cooperative learning skill scale were used. Student opinion form was used for qualitative data. In the analyses made with SPSS 22 package programme, it was concluded that the digital storytelling method positively and statistically significantly affected academic achievement, cooperative learning and attitudes towards science course. Student opinions generally support the data obtained by emerging themes such as permanent, fun, success, benefit.