Enhancing Primary Year 2 Learning numbers within 1000 with Digital Storytelling

Abstract

This study explores the impacts of using digital storytelling to enhance Primary 2 students numeracy skills, specifically focusing on numbers within 1000. Employing a one-group pretest-posttest design, the research involved 35 students who were exposed to a series of interactive digital stories designed to teach numerical concepts and procedural fluency. The digital stories integrated narrative elements with mathematical problems, providing a context-rich environment for students to engage with numbers and operations. Pretest and posttest assessments were administered to evaluate the students' understanding of numerical concepts and their procedural fluency. The mean score increased from 44.11 (SD = 22.75) in the pre-test to 65.17 (SD = 23.86) in the post-test, resulting in a mean difference of 21.06. A paired samples t-test showed that this difference was statistically significant, t = -4.788, p < .001. The results indicated a significant improvement in both areas, suggesting that digital storytelling can be a valuable tool in early mathematics education. This study highlights the potential of integrating technology and narrative-based learning to foster deeper mathematical understanding and engagement among young learners.