This study examined the impact of digital storytelling on the retention of circle geometry concepts among secondary school students. Using a quasi-experimental pretest-posttest non-equivalent control group design, 132 senior secondary school students from four public schools in Nsukka Local Government Area, Enugu State, Nigeria, participated. Through multistage sampling, intact classes were assigned to either an experimental or control group. The experimental group received digital storytelling-based instruction, while the control group was taught using conventional methods. Data were gathered through the Geometry Achievement Test (GAT), administered as a pretest, posttest, and retention test four weeks post-intervention. The GAT demonstrated high internal consistency, with a Cronbach’s Alpha reliability coefficient of 0.83. Data were analysed using SPSS (version 29), employing mean and standard deviation to address research questions and Analysis of Covariance (ANCOVA) to test hypotheses at a 0.05 significance level. Findings indicated that the experimental group achieved significantly higher retention than the control group, confirming the effectiveness of digital storytelling as a teaching tool in mathematics. Additionally, gender had no significant effect on retention outcomes. These results suggest that digital storytelling can enhance engagement and deepen understanding of complex mathematical concepts, providing a valuable method for educators. Based on the findings, recommendations were made, one of which is that educators should integrate digital storytelling into their instructional approaches to support student learning in mathematics.

Authors:
Felix Egara, University of the Free State, South Africa
Moeketsi Mosia, University of the Free State, South Africa
Lebohang Mulaudzi, University of the Free State, South Africa

About the Presenter(s)
Dr Felix Oromena Egara is currently a Postdoctoral Fellow in the School of Mathematics, Natural Sciences and Technology Education in the Faculty of Education at the University of the Free State, South Africa.

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