NEXUS BETWEEN DIGITAL STORYTELLING AND LEARNERS’ ACADEMIC ACHIEVEMENT: A REVIEW OF CONTEMPORARY LITERATURE

Abstract

Digital storytelling has emerged as an innovative pedagogical approach that integrates multimedia elements such as audios, images, animations, videos and music to enhance teaching and learning. Numerous factors contribute to learners' academic achievement, among which teacher pedagogy is a key determinant. This paper examines the nexus between digital storytelling and learners’ academic achievement using current empirical and theoretical literature. Drawing on recent studies across early childhood and primary education, the paper synthesises evidence on how digital storytelling influences learning outcomes, learners’ engagement, literacy, motivation, and critical thinking. Findings from contemporary research indicate that digital storytelling significantly improves learners’ academic performance by promoting active participation, contextualised learning, and cognitive engagement. The paper concludes that digital storytelling is a powerful instructional strategy for enhancing academic achievement, and recommends its systematic integration into early childhood and primary education curriculum and teacher training programmes. Suggestions include: teachers should integrate digital storytelling into instructional strategies across subject areas and that teacher education programmes should include training in digital pedagogy and multimedia content creation.