Digital storytelling and students’ motivation towards learning genetics: A quasi-experimental study

Abstract

This study investigated the effect of digital storytelling on Senior High School students’ academic performance and motivation towards learning genetics. The study employed a quasi-experimental non-equivalent control-group pretest-posttest design. A total of 121 SHS 3 Biology students from selected Senior High Schools in the Sekyere South District participated in the study, comprising 70 students in the experimental group and 51 students in the control group. The experimental group was taught genetics using digital stories incorporating narratives, text, diagrams, animations, videos and recorded explanations, while the control group was taught using the conventional teaching method. Data were collected using the Students’ Performance in Genetics Test and the Students’ Motivation towards Learning Genetics Questionnaire. Academic-performance data were analysed using descriptive statistics and Analysis of Covariance, while motivation data were analysed using a mixed-design Analysis of Variance. The findings revealed that students taught through digital storytelling obtained significantly higher adjusted posttest performance scores than those taught conventionally, F(1, 118) = 164.85, p < 0.001, partial η² = 0.583. The mixed-design ANOVA also showed a significant interaction between time and instructional group, F(1, 119) = 39.20, p < 0.001, partial η² = 0.248, indicating that the digital-storytelling group experienced a greater increase in motivation. The study concluded that digital storytelling was more effective than conventional instruction in improving students’ academic performance and motivation in genetics. It was recommended that Biology teachers integrate scientifically accurate, curriculum-aligned and well-scaffolded digital stories into genetics instruction.