The Effect of Digital Storytelling on Improving the Social Problem Solving Skills of Primary School Students

Document Type : Original Article

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Farhangian University

Abstract

Background and Purpose: The objective of this study was to assess the impact of teaching social studies concepts through digital storytelling on the social problem-solving skills of elementary school students in Mazandaran. Methods: The research employed a quasi-experimental design with a pre-test-post-test structure and a control group. The statistical population of the study consisted of all primary school students in Mazandaran province. The sample size included 80 third-grade students. Among them, 39 students were assigned to the control group, while 41 students formed the experimental group who participated in 13 sessions focused on social concepts and skills, integrated with digital storytelling. Data collection involved a social problem-solving questionnaire, and covariance analysis was used for data analysis. Findings: The results revealed significantly higher average scores in social problem-solving for the experimental group compared to the control group (P < 0.001). Additionally, girls in the experimental group outperformed boys in solving social problems after digital storytelling sessions. Conclusion: Overall, digital storytelling emerges as an effective tool in learning environments for facilitating the social problem-solving skills of digitally native students.

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