Most experimental-group students liked the digital-storytelling mathematics courses and wanted the application to continue¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 25 of 30 students said they liked the course, and 20 wanted digital storytelling to continue in future mathematics courses. → İlknur Özpinar 2017

Evidence¶

İlknur Özpinar 2017¶

İlknur Özpinar, Semirhan Gö kç e, Arzu Aydoğan Yenmez. (2017). Effects of Digital Storytelling in Mathematics Instruction on Academic Achievement and Examination of Teacher-Student Opinions on the Process. Journal of Education and Training Studies, Vol. 5, No. 10. https://doi.org/10.11114/jets.v5i10.2595

q2 · i? · causal · r1

Written opinion forms from the 30 experimental-group students after the application; 25 reported liking the course. Separately, majority (20 students) stated they want this application to continue in future mathematics courses, while 5 did not and 9 wanted occasional use.

"Whether the students liked the course with digital storytelling was first asked to the students. 25 of them told they liked the course while 5 of them did not like it."

Discussion¶

Related Claims¶

• Delayed-posttest retention scores did not significantly differ by digital storytelling, though experimental-group means were higher — related
• Digital storytelling instruction produced no statistically significant posttest achievement difference versus direct instruction, though experimental-group means were higher — related
• Experimental-group students reported enjoying learning Newton's Laws through game-based projects and wanted the method used in other lessons — related
• High school students report they learn best through interactive, hands-on projects, real-world applications, and discussions rather than lectures, note-taking, and worksheets — a broader claim this one bears on