Evaluation of the Impact of Digital Storytelling on Literacy Development in Secondary Schools in Makurdi Local Government Area, Benue State
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Background of the Study
Literacy development is a critical component of education, playing a fundamental role in shaping students' ability to read, write, and comprehend information. Traditional methods of literacy instruction often rely on textbooks, classroom discussions, and teacher-led activities. However, with the advancement of digital technologies, educators are increasingly exploring innovative approaches to enhance literacy development, one of which is digital storytelling (Okonkwo & Adeyemi, 2024).
Digital storytelling is an educational tool that integrates multimedia elements—such as text, images, audio, and video—to create narratives that engage students in learning. Research indicates that digital storytelling enhances students' comprehension, critical thinking, and creativity while improving reading and writing skills (Adebayo et al., 2023). By incorporating visual and auditory components, it provides a more immersive learning experience, particularly for students who struggle with traditional text-based learning methods.
In Nigeria, literacy rates among secondary school students remain a concern due to factors such as limited access to learning materials, ineffective teaching methodologies, and lack of student engagement (Ogunlade & Musa, 2023). In Makurdi Local Government Area, students face additional challenges, including inadequate infrastructure and a reliance on rote learning, which may hinder their literacy development. Digital storytelling presents an opportunity to address these issues by making literacy instruction more interactive, personalized, and engaging.
Despite the growing interest in digital storytelling, there is limited empirical evidence on its impact on literacy development in Nigerian secondary schools. Many educators remain uncertain about its effectiveness and feasibility in a classroom setting. Therefore, this study aims to evaluate how digital storytelling influences literacy development among secondary school students in Makurdi, assessing its impact on reading comprehension, writing proficiency, and student motivation.
Statement of the Problem
The challenge of low literacy levels among secondary school students in Nigeria has persisted due to several factors, including outdated teaching methods, lack of engaging learning resources, and limited access to technology-driven instructional tools. In Makurdi Local Government Area, traditional literacy instruction often fails to cater to students with diverse learning needs, leading to reduced motivation and poor academic performance in reading and writing-related subjects (Obinna & Yusuf, 2023).
While digital storytelling has been recognized as a promising pedagogical tool, its integration into secondary school curricula remains minimal. Many schools lack the necessary resources, and teachers may not be adequately trained to implement digital storytelling effectively. Additionally, there is a lack of research on whether digital storytelling significantly improves literacy development among students in Makurdi.
This study seeks to address this gap by evaluating the impact of digital storytelling on literacy development in secondary schools. It will examine how digital storytelling influences reading comprehension, writing skills, and student engagement, providing empirical evidence to guide educators and policymakers on its adoption in literacy instruction.
Objectives of the Study
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To assess the extent of adoption and utilization of digital storytelling in secondary schools in Makurdi Local Government Area.
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To evaluate the impact of digital storytelling on students' reading comprehension, writing skills, and motivation.
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To identify challenges associated with implementing digital storytelling as a literacy development tool.
Research Questions
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To what extent is digital storytelling adopted and utilized in secondary schools in Makurdi?
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How does digital storytelling impact students' reading comprehension, writing skills, and motivation?
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What are the key challenges associated with implementing digital storytelling in literacy instruction?
Research Hypotheses
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Digital storytelling is not widely adopted in secondary schools in Makurdi Local Government Area.
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Digital storytelling significantly improves students' reading comprehension, writing skills, and motivation.
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Challenges such as lack of teacher training and limited technological resources hinder the effective implementation of digital storytelling.
Significance of the Study
This study is significant as it provides empirical evidence on the role of digital storytelling in enhancing literacy development. The findings will be useful to educators, policymakers, and school administrators by offering insights into the benefits and challenges of digital storytelling. Additionally, the study will contribute to ongoing discussions on digital education and provide recommendations for integrating digital storytelling into secondary school literacy programs.
Scope and Limitations of the Study
This study is limited to secondary schools in Makurdi Local Government Area, Benue State. It focuses on evaluating the impact of digital storytelling on literacy development, particularly in reading comprehension, writing skills, and student motivation. The study does not extend to other forms of digital learning or primary/tertiary institutions.
Definitions of Terms
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Digital Storytelling: The practice of using multimedia tools—such as text, images, audio, and video—to create and share narratives that enhance learning experiences.
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Literacy Development: The process of improving reading, writing, comprehension, and communication skills among students.
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Student Motivation: The level of enthusiasm, interest, and commitment students exhibit toward learning activities, influencing their academic performance.
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