| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 101 === Digital storytelling has become more prominent in educational settings as it is one of the ways to engage students to transform knowledge learned in class into storytelling themes.
The purpose of this study was to investigate whether digital storytelling complemented by cooperative learning may improve primary school children''s science learning. The study adopted the quasi-experimental pretest-posttest-control-group design to investigate whether such intervention may result in higher learning achievement and retention towards science learning. A total of four intact classes were involved, with two assigned as the experimental group (56 students) and the other two assigned as the control group (56 students). Experimental group students were engaged in "digital storytelling combined with cooperative learning" of science while the control group students learned via "cooperative learning" instruction for four weeks. The units included "we see the stars" around, and "sound on" teaching and learning activities. The results of ANCOVA with pretest scores used as covariance indicated a non-significant difference between the experimental and the control group after treatment. For the retention effect, students in the digital storytelling with cooperative learning group scored significantly better in the delayed test for the unit “sound on ,” but not on the “we see the stars” unit.
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