Implementing digital storytelling in statistics classrooms: Influences on aggregate reasoning

• Published in: Computers and education Vol. 200; p. 104810
• Main Authors: Batur, Aslıhan, Çakıroğlu, Ünal
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.07.2023
• Subjects: 21st Century abilities; Applications in subject areas; Improving classroom teaching; Secondary education; 21st Century abilities; Applications in subject areas; Secondary education; Improving classroom teaching
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2023.104810

This paper reports on a study aiming at examining the effect of the digital storytelling approach on the aggregate reasoning of high school students. A pretest-posttest quasi-experimental design was implemented on 50 10th-grade students for five weeks to reveal the effectiveness of digital storytelling in mathematics courses regarding aggregate reasoning. Results of statistical analysis showed a significant improvement in aggregate reasoning in favor of the students in the digital storytelling group. It was also noted that aggregate reasoning was specifically enhanced to analyze data and interpret results rather than the other two components (formulate question and collect data) in the experimental group. The results support the idea that the use of digital storytelling can be an effective instructional tool for statistics education and provide implications for course designers to provide better teaching of aggregate reasoning. •Aggregate reasoning is an essential skill at the core of statistical reasoning.•Aggregate reasoning is involved in every component of the statistical process.•DST, effective to construct context is essential in statistics education.•DST improves aggregate reasoning, especially data analyze, and interpret results.