Effects of Collaborative Digital Storytelling on Senior Secondary Students’ Performance in Narrative Essays in the Federal Capital Territory (FCT), Abuja

Abstract

This study investigated the effects of collaborative digital storytelling on senior secondary students’ performance in narrative essays in the Federal Capital Territory, Abuja. The study adopted a quasi-experimental pre-test, post-test control group design. The population comprises of Senior Secondary II students offering English Language in selected public secondary schools in the FCT. A sample of 120 students was divided equally into an experimental group and a control group of 60 students each. Data were collected through a Narrative Essay Performance Test and analyzed using the mean, standard deviation and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. The findings showed that students exposed to collaborative digital storytelling recorded greater improvements in overall narrative essay performance, organisation of ideas, vocabulary and grammatical structures and development of narrative elements than students taught using the conventional method. The study concluded that collaborative digital storytelling is an effective strategy for improving students’ narrative essay writing performance. It was recommended that English Language teachers should integrate collaborative digital storytelling into writing instruction and that schools should provide adequate digital facilities and teacher training to support its effective implementation.