Abstract:

This study investigated the potential of digital storytelling as an innovative approach to upgrading senior high school learners’ achievement in geometry, with specific focus on circle geometry concepts. The study was grounded in the need to move beyond traditional, teacher-centred methods by integrating technology-driven, student-centred learning experiences that enhance conceptual understanding and engagement in mathematics classrooms. A quasi-experimental pretest–posttest design with non-equivalent control groups was employed. The study involved 120 learners drawn from four public secondary schools in Delta State, Nigeria. Participants were assigned to an experimental group, which received instruction through digitally designed storytelling lessons, and a control group, which was taught using conventional instructional methods. Learners’ achievement in circle geometry was assessed using the Circle Geometry Achievement Test (CGAT), a validated instrument with strong reliability. Data were analysed using descriptive and inferential statistical techniques. The findings revealed that learners exposed to digital storytelling demonstrated superior achievement in circle geometry when compared to those taught through conventional methods. The results also indicated that learners’ achievement was not significantly influenced by gender, suggesting that digital storytelling provided equitable learning opportunities for both male and female learners. The study concludes that digital storytelling is an effective instructional strategy for improving learners’ achievement in geometry and recommends its integration into mathematics classrooms to promote deeper understanding, engagement, and improved learning outcomes.

Keywords:

Digital storytelling, geometry achievement, circle geometry, secondary school mathematics, technology-enhanced learning.