Digital Storytelling Activities in the Course of Human Rights, Citizenship, and Democracy in Primary School

Abstract

This study dealt with the analysis of the effects of digital storytelling on students’ entrepreneurship tendency and their attitudes towards the fourth grade course of Human Rights, Citizenship, and Democracy. The participants of the study were 44 fourth grade students attending a public school during the spring semester of the school year 2018-2019. The study employed a mixed research method with the embedded design. In the quantitative dimension of the study, a semi experimental design with pre-test-post-test control group was used. The qualitative data of the study were collected through student diaries. More specifically, the data were collected through student, the researcher diaries and the following scales: “Entrepreneurship Tendencies Inventory for Children” and “Attitude Scale for Human Rights, Citizenship, and Democracy”. In the study, the Wilcoxon Signed Ranks Test and the dependent and independent groups t-tests were used. The findings of the study indicated that the digital storytelling employed in the experimental group was more effective in terms of the students’ attitudes towards the courses and their entrepreneurial tendencies in contrast to the methods and techniques used in the control group. Additionally, it was found that digital storytelling activities were effective in the improvement of student attitudes in the experimental group towards the course related to the Consensus Unit and in the improvement of their entrepreneurial tendencies. Another conclusion of the study was that the descriptive analysis of the student diaries showed that most students had positive opinions about the course which was delivered through digital storytelling.