Effect of Digital Storytelling on Secondary School Students’ Self-Efficacy in Civic Education

Abstract

Over time, excessive dependence on traditional storytelling as a teaching technique can reduce the self-efficacy of most students, making them easy targets for drug abuse and trafficking. The digital storytelling technique depicts a range of possibilities for reversing the negative trend in the society today. The study examined the impact of a digital storytelling strategy on the self-efficacy of students in Civic Education. One research question and one corresponding hypothesis was generated for this study. The study employed a quasi-experimental design and the sample consisted of 183 students drown from four secondary schools using purposive and simple random sampling technique. Civic Education Self-Efficacy Questionnaire was used to gather data. The instrument’s reliability coefficient was 0.80, using the Cronbach Alpha. The mean and standard deviation were used to answer the research question, while the hypothesis was tested using Analysis of Covariance at 0.05 level of significance. The study showed that Digital Storytelling strategy had significant effect on students’ self-efficacy in Civic Education than the conventional storytelling strategy. Based on the findings, it was the recommended that students should be encouraged to participate actively during learning activities that incorporate the use of digital storytelling strategy to improve students’ creative and critical thinking abilities. Civic Education teachers should be encouraged to adopt the digital storytelling instructional strategy when teaching civic education.