Enhancing elementary students’ narrative writing skills through digital storytelling projects

Abstract

This study examines the effectiveness of digital storytelling projects as a technology-integrated learning model to enhance narrative text writing skills among elementary students. Addressing the need for innovative approaches to writing instruction, the research employed a quasi-experimental design with a non-equivalent control group. A cluster random sampling method was applied to select 53 students from a larger population. Data were collected through pre-tests and post-tests based on established writing skill indicators, and analyzed using an independent sample t-test. Findings indicated that the digital storytelling project model had a positive impact on students’ narrative writing performance. Additional outcomes included the development of brainstorming and critical thinking abilities to produce coherent storylines, an increase in vocabulary and refinement of writing style, and the provision of meaningful and engaging learning experiences. The study highlights the potential of digital storytelling as an effective pedagogical tool for improving both linguistic competence and creativity in writing instruction. Keywords: Creativity; digital storytelling; narrative writing; primary education; writing skills