The purpose of this study was to find the effectiveness of digital storytelling technology integration through a project-based learning approach using digital stories combined with hands-on guided inquiry science lessons. As a teacher researcher, the focus was on the effectiveness in the performance of second-grade students using higher-order thinking science standards. For a period of ten weeks, the researcher through comparative action research investigated how emergent technology integration improved the performance of two second-grade classrooms implementing three higher-order thinking life science standards. A total of 27 students from two second-grade classrooms volunteered for this research. For the study, a pretest and posttest from Classroom A and Classroom B were utilized for the quantitative data analysis. A web-based rubric was created to assess the science digital story and student journals. The students also completed a self-assessment progression scale at the end of the study. The data collected showed an improvement in the performance of second-grade students using higher-order thinking science standards with technology integration.
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Master of Education (M.Ed.)
College of Education and Human Performance
Teaching, Learning, and Leadership
K-8 Mathematics and Science Education
Length of Campus-only Access
Masters Thesis (Open Access)
Dorr, Mariella, "The Effectiveness of Project-Based Learning Using Digital Storytelling Technology on Improving Second-Grade Students' Performance of Science Standards" (2017). Electronic Theses and Dissertations, 2004-2019. 5664.