Abstract:

This study examines the effects of digital storytelling on learners’ interest in mathematics. The research employed a quasi-experimental design, specifically a pretest-posttest non-equivalent control group approach, involving 120 senior high school learners from four public schools in Delta State, Nigeria. Participants were divided into experimental and control groups, with the experimental group taught using digital storytelling and the control group taught using conventional methods. The Circle Geometry Interest Inventory (CGII), with a high reliability coefficient of 0.81, was used to measure learners’ interest levels through pretests and posttests. Findings revealed that digital storytelling significantly enhanced learners’ interest in circle geometry compared to conventional teaching methods. Notably, gender differences in interest were explored. Although the initial analysis indicated no significant interaction effect of gender, further analysis showed that digital storytelling was more effective in increasing male learners’ interest, while conventional methods slightly favoured female learners. This suggests that digital storytelling creates a more engaging and inclusive learning environment, particularly benefiting male learners. In light of these findings, it is recommended that educators incorporate digital storytelling into their instructional strategies to foster greater learner engagement and interest in mathematics, ultimately improving the learning experience for diverse student populations.

Keywords:

Digital storytelling, learners’ interest, circle geometry, gender differences, instructional strategies.