The effect of using digital stories in primary school life sciences course on students' academic achievements and resource utilization skills

This study aimed to determine the effect of digital storytelling-based Life Sciences instruction on the academic achievement and resource utilization skills of third-grade primary school students. The research was conducted using a quasi-experimental design with pre-test and post-test control groups. While digital storytelling-based instruction was implemented in the experimental group, no intervention was applied to the control group, and the current curriculum was followed. The sample group consisted of 48 third-grade students enrolled at a public school located in the Efeler district of Aydın province during the spring semester of the 2023–2024 academic year. Criterion and convenience sampling methods, were used in the selection of sample group. Data were collected using the "Personal Information Form," the "Academic Achievement Test," and the "Resource Utilization Skills Scale for Children (RUSSC)." The "Academic Achievement Test" and the "Personal Information Form" were developed by the researcher. Prior to the experimental process, a two-week pilot study was conducted to test the applicability of the instructional plans and to take precautions against potential challenges during the main implementation. Following the pilot study, necessary revisions were made to the instructional process. Before and after the main implementation, both experimental and control group students were administered the "Academic Achievement Test" and the "Resource Utilization Skills Scale," developed for the "Life in Nature" unit, as pre-tests and post-tests. While the experimental group received digital storytelling-supported Life Science instruction, the control group continued with the regular curriculum. The results showed that there was a statistically significant improvement in the post-test scores of the experimental group in terms of both academic achievement and resource utilization skills compared to their pre-test scores. In contrast, no significant change was observed in the control group for either variable. Moreover, the experimental group scored significantly higher than the control group on both post-tests. These findings demonstrate that digital storytelling-based Life Science instruction is an effective approach for enhancing both academic achievement and the ability to use information resources among primary school students. Based on these results, it is recommended that digital storytelling practices be integrated into classroom instruction and that teachers' professional development in this area be supported.