Digital Storytelling in Economics Subjects and its Effectiveness on Student Learning Outcomes by Gender and Different Economic Knowledge

Abstract

Digital storytelling (DST) is one of the alternative teaching methods and previous research shows its positive impact on students’ motivation and learning outcomes, especially in humanities subjects. In vocational subjects such as economics, the effectiveness of this method is questionable. 856 respondents aged 15 to 19 from six business academies in the Czech Republic took part in the testing, which focused on the effectiveness of digital storytelling in economics. This paper presents other possible factors that may have influenced students' performance in the post-test. A comparison of the results from the pre-tests and post-tests of the experimental and control groups showed that the students from the experimental group reached higher mean values in the post-test than the students from the control group. It was also found that in the group that used digital storytelling, the year of study and the initial knowledge of the students assessed in the pre-test influenced the mean post-test scores. On the other hand, the factor of students' gender was not demonstrated. At the end of the testing, a questionnaire survey was conducted to investigate students' views on digital storytelling and their preferences for teaching methods.