The Effective Use of Digital Storytelling and Flipped Classroom Instructional Approach to Improve Science Subjects

Abstract

The current study explores the theoretical and practical knowledge and skills acquisition in teaching physics subject. The proposed approach combined the effects of the flipped-classroom approach and the Digital Storytelling (DST) method on student’s to help them understand the concepts of K-12 Physics subject at the Govt College of Gujrat, Pakistan. For this purpose, the topic content was developed with the Seven critical elements of digital storytelling mapped with TPACK framework-based lectures implemented using the Flipped classroombased model. A Quasi-experimental research design was employed to assess multiple data sources, comprising pre-and post-tests on results. The experiment was performed with 15-18 years old K-12 Pre-engineering science students of the academic year of 2020-2021 (n=77) to discover any disparities in their learning of science subjects. The observations and post-testing results suggested that the individuals boosted their academic achievement in terms of marks and transformed their attitude toward Flipped-Model Learning backed by digital Storytelling based lectures. The findings further revealed that DST-based instruction facilitated the conducive leaning environment of flipped classroom as student academic performance was enhanced. Based on the empirical evidence, it has been recommended for future studies to be considered the collaboration of digital story telling pedagogies and flipped classroom learning environment to overcome the learning difficulties in the subject of physics.