Digital storytelling as a method for teaching writing skills

Abstract

The objective of this study was to assess the writing abilities of pupils, employing an experimental research design. The participants consisted of Grade 10 students from Inopacan National High School. Two tools were utilized: the control group used a module, while the experimental group utilized digital storytelling. The analysis revealed that the students' writing skills were good when using both the module and digital storytelling, with minimal difference between the two approaches. The findings indicate that the teacher's intervention and initiative play a crucial role in providing pupils with the best opportunity to address their writing weaknesses. Based on the results of the study, it is recommended that further research be conducted to explore ways of enhancing students' writing abilities and implementing interventions to facilitate ongoing skill development, particularly in addressing areas of weakness among students.