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<p>This study examines how digital storytelling affects secondary school learners’ achievement and retention in circle geometry. With a pretest-posttest non-equivalent control group quasi-experimental design, the study included 132 senior secondary school one (SSS 1) pupils from four public schools in Nsukka Local Government Area, Enugu State, Nigeria. Multistage sampling procedure was employed, and the selected intact classes were divided into the experimental control groups. The Geometry Achievement Test (GAT), comprised of 30 multiple-choice questions aligned with key circle theorems, was administered as a pretest, posttest, and retention test four weeks post-intervention. Using the Kuder-Richardson 20 (KR-20) formula, the GAT yielded a reliability coefficient of 0.83, indicating high internal consistency. Using SPSS (version 29), the data were analysed using the mean and standard deviation to answer research questions and the Analysis of Covariance (ANCOVA) to test hypotheses at a significance level of 0.05. The results showed that the experimental group did noticeably better in terms of performance and retention than the control group, underscoring the effectiveness of digital storytelling as a cutting-edge teaching technique. Findings also confirmed that gender did not significantly influence achievement or retention outcomes. According to these findings, teaching mathematics particularly circle geometry through digital storytelling can increase student engagement and comprehension of difficult ideas. One of the recommendations derived from the data is that mathematics teachers are encouraged to use digital storytelling into their mathematics lessons.</p>

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Enhancing achievement and retention in circle geometry through digital storytelling for senior secondary learners

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月10日

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  • Moeketsi Mosia,
  • Felix Oromena Egara

摘要

This study examines how digital storytelling affects secondary school learners’ achievement and retention in circle geometry. With a pretest-posttest non-equivalent control group quasi-experimental design, the study included 132 senior secondary school one (SSS 1) pupils from four public schools in Nsukka Local Government Area, Enugu State, Nigeria. Multistage sampling procedure was employed, and the selected intact classes were divided into the experimental control groups. The Geometry Achievement Test (GAT), comprised of 30 multiple-choice questions aligned with key circle theorems, was administered as a pretest, posttest, and retention test four weeks post-intervention. Using the Kuder-Richardson 20 (KR-20) formula, the GAT yielded a reliability coefficient of 0.83, indicating high internal consistency. Using SPSS (version 29), the data were analysed using the mean and standard deviation to answer research questions and the Analysis of Covariance (ANCOVA) to test hypotheses at a significance level of 0.05. The results showed that the experimental group did noticeably better in terms of performance and retention than the control group, underscoring the effectiveness of digital storytelling as a cutting-edge teaching technique. Findings also confirmed that gender did not significantly influence achievement or retention outcomes. According to these findings, teaching mathematics particularly circle geometry through digital storytelling can increase student engagement and comprehension of difficult ideas. One of the recommendations derived from the data is that mathematics teachers are encouraged to use digital storytelling into their mathematics lessons.