Enhancing Digital Storytelling in Teaching African History in Secondary Schools, Birnin Kebbi, Kebbi State
- Project Research
- 1-5 Chapters
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- NGN 5000
Background of the Study
African history is rich with cultural narratives and significant events that are often underrepresented in traditional textbooks. In Birnin Kebbi, Kebbi State, digital storytelling is being explored as a method to make African history more engaging and accessible to secondary school students. Digital storytelling combines multimedia elements such as images, video, audio, and interactive content to create compelling narratives that bring historical events to life (Ibrahim, 2023). By using digital platforms, educators can present history in a dynamic format that resonates with modern students, encouraging deeper engagement and a more profound understanding of Africa’s diverse heritage. This innovative approach enables the incorporation of oral histories, traditional art, and contemporary digital media to provide a holistic view of historical events and cultural practices. Moreover, digital storytelling empowers students to become active participants in their learning, as they can create, share, and critique digital narratives, fostering critical thinking and creativity (Afolabi, 2024). The study will assess how digital storytelling impacts students’ attitudes towards African history, their ability to retain historical information, and their overall engagement with the subject matter. It will also explore the technical and pedagogical challenges of integrating digital storytelling into the curriculum, as well as strategies for effective implementation in resource-limited educational settings (Chinwe, 2024). Ultimately, this research aims to demonstrate that digital storytelling is a powerful tool for revitalizing the teaching of African history, making it relevant and relatable to today’s youth.
Statement of the Problem
Traditional methods of teaching African history in secondary schools often rely on rote memorization and textbook-based learning, which can result in disengagement and superficial understanding among students (Ibrahim, 2023). In Birnin Kebbi, the lack of interactive and multimedia resources further exacerbates this issue, leaving students with a limited perspective on their rich cultural heritage. Despite the potential of digital storytelling to transform history education by providing immersive and relatable narratives, its application in the classroom remains minimal due to challenges such as limited access to technology, insufficient training for educators, and a scarcity of locally relevant digital content (Afolabi, 2024). Moreover, existing digital storytelling initiatives often fail to capture the nuances of African history, resulting in oversimplified or biased narratives. This study aims to address these shortcomings by investigating the impact of enhanced digital storytelling on the teaching of African history in secondary schools. It will examine how integrating multimedia narratives can improve student engagement, deepen their understanding of historical events, and foster a sense of cultural pride. Additionally, the research will explore the obstacles to implementing digital storytelling in educational settings and propose actionable strategies to overcome these challenges. By doing so, the study seeks to provide a comprehensive framework for the effective use of digital storytelling in history education that is both pedagogically sound and culturally sensitive (Chinwe, 2024).
Objectives of the Study
• To design and implement digital storytelling modules for African history.
• To evaluate the impact of digital storytelling on student engagement and historical understanding.
• To identify challenges and recommend strategies for integrating digital storytelling in secondary schools.
Research Questions
• How does digital storytelling enhance student engagement in African history?
• What improvements in historical understanding are observed with digital storytelling?
• What challenges hinder the effective implementation of digital storytelling in the classroom?
Significance of the Study
This study is significant as it demonstrates the potential of digital storytelling to transform the teaching of African history, making it more engaging and relevant to students (Ibrahim, 2023). The findings will inform educators and curriculum developers in Birnin Kebbi on best practices for integrating multimedia narratives, thereby fostering a deeper connection with cultural heritage and improved academic outcomes (Afolabi, 2024).
Scope and Limitations of the Study
This study is limited to the design, implementation, and evaluation of digital storytelling modules in the teaching of African history in secondary schools in Birnin Kebbi, Kebbi State. It focuses exclusively on digital narrative techniques and does not cover traditional teaching methods.
Definitions of Terms
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Digital Storytelling: The use of digital multimedia to tell narratives and share information.
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African History: The study of historical events, cultures, and societies on the African continent.
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Engagement: The level of interest, involvement, and interaction a student exhibits during the learning process.
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