The Effect of Digital Storytelling upon Junior High School Students’ Career Exploration Skills, Critical Thinking Skills and Communication Skills

• Main Authors: Chao-IKe, 柯昭伊
• Other Authors: Ya-Ting Yang
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/48029490925403710653

碩士 === 國立成功大學 === 教育研究所 === 103 === The purpose of this study was to investigate the effect of digital storytelling on junior high school students’ on career exploration skills, critical thinking skills and communication skills. A pretest and posttest quasi-experimental design was used for this study. The participants were 56 eighth-grade students in two classes. The independent variable was the instructional strategy including two groups: traditional instruction (control group) and digital storytelling (experiment group). This experiment was conducted for 10 weeks. ANCOVA and MANCOVA were employed to examine whether there is a significant difference between these two research groups on the dependent variables after receiving different methods of instructional strategy. In addition, interviews were conducted to know students’ perspectives on DST after the study. The results from data analysis are as blow: First, on career exploration skills, the posttest scores of students who received DST were significantly higher than students who received traditional instruction. Besides, there was statistically significant difference between the two groups. Second, on critical thinking skills, the posttest scores of students who received DST were significantly higher than students who received traditional instruction. Besides, the posttest scores of students who received DST were significantly higher on induction and deduction than students who received traditional instruction. Third, on communication skills, the posttest scores of students who received DST were significantly higher than students who received traditional instruction. Besides, there was statistically significant difference between the two groups. Fourth, we could conclude from the interviews that the factors affecting DST included the peer cooperation, and course time; the benefits of DST included career exploration skills, critical thinking skills, communication skills, and ICT skills.This study provided the limitation of research and suggestions for future studying including career exploration capacity and communication skills measurement tools can be used self-report questionnaire and skill Scale.