Implementing digital storytelling in statistics classrooms: Influences on aggregate reasoning

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 sto-rytelling can be an effective instructional tool for statistics education and provide implications for course designers to provide better teaching of aggregate reasoning.

Automated summary

This study examines the impact of the digital storytelling approach on high school students' aggregate reasoning. Through a five-week quasi-experimental design with 50 10th-grade students, it was found that digital storytelling has a significant and positive effect on aggregate reasoning in mathematics courses. Statistical analysis reveals a significant improvement in aggregate reasoning, particularly in data analysis and result interpretation, for the students in the digital storytelling group. This study supports the use of digital storytelling as an effective instructional tool for statistics education and provides implications for course designers to enhance teaching of aggregate reasoning.