Preliminary communication
https://doi.org/10.15516/cje.v27i3.6320
Digital Storytelling Applications for Improving Self-Management Skills of Primary School Students
Emrah Köseoğlu
orcid.org/0000-0001-9836-0490
; Harran University Viransehir Vocational School Department of Child Development
Şerife Dilek Boyacı
; Anadolu University Faculty of Education Department of Primary Education
Abstract
The main purpose of this study is to determine the effect of digital storytelling used in the Life Science course on the development of students' self-management skills. This study adopted a mixed method approach, combining quantitative and qualitative methods within an embedded experimental design. In this context, the research was carried out through a quasi-experimental one-group pre-test post-test model, implemented with a study group of 20 third-grade primary school students. In addition to the Self-management Skills Scale for Primary School Students developed by the researchers, observations, interviews, diaries, and student products were used as data collection tools. A quasi-experimental one-group pre-test post-test model was used to examine the impact of digital storytelling on students’ self-management skills. Paired samples t-test was used to analyze quantitative data. For the qualitative part, observations, student products, diaries, and interviews with students and the classroom teacher were collected. These data were analyzed using inductive content analysis to explore how self-management skills were used and developed during the intervention. At the end of the one-group quasi-experimental process, it was determined that the digital storytelling applications used in the Life Science course had a statistically positive effect on students' self-management skills. Qualitative findings also showed that students utilized self-management skills during digital storytelling practices. As a result of the interviews with the classroom teacher and students, it was concluded that digital storytelling applications supported active learning of students, contributed to their skills and lives, and turned the lessons into fun. However, it was also stated that digital storytelling applications were a process that required time and effort and that there were difficulties in terms of technical use. Based on the results of the research, suggestions were made for the use of digital storytelling applications in different grades and for the development of different skill areas.
Keywords
student autonomy; technology-enhanced learning; narrative-based instruction; primary level education; skill development.
Hrčak ID:
345130
URI
Publication date:
29.9.2025.
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