Development and evaluation of digital storytelling on listening comprehension for kindergarten pupils
<p>This study aimed to develop and evaluate the Kindergarten Digital Storytelling (KiDS) material</p><p>designed for early childhood education learners to improve their language listening </p><p>comprehension skills. A mixed metho...
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| Format: | thesis |
| Language: | eng |
| Published: |
2020
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=6953 |
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| Summary: | <p>This study aimed to develop and evaluate the Kindergarten Digital Storytelling (KiDS) material</p><p>designed for early childhood education learners to improve their language listening </p><p>comprehension skills. A mixed methods research with a quantitative approach to</p><p>analyze the effectiveness of the KiDS and a qualitative approach consisting of </p><p>interview and observation to further validate the quality of the developed </p><p>materials was used. The ADDIE (analysis, design, development, implementation,</p><p>evaluation) model was applied as a guideline in conducting the study. Based on the experts</p><p>evaluations, it was revealed that the material had a very high acceptability level in terms </p><p>of its content, technical, and aesthetic qualities. Furthermore, the contents of the</p><p>developed learning material were anchored primarily on the language listening comprehension</p><p> strategies for kindergarten pupils, composing of contextualized lessons (written in</p><p>the mother tongue, used local information), along with its digitized features. The</p><p>effectiveness of the KiDS material for language learning comprehension was evaluated using a</p><p>t-test with pre-test and post-test. The result of the independent sample t-test showed</p><p>that there was a significant difference between the means of the post-test of the</p><p>experimental group (M=14.04; SD = 1.27) and the control group (11.2; SD=2.25), resulting</p><p>in a 2.84 mean difference. Additionally, the result of the paired t-test revealed that there was</p><p>a significant difference between the experimental groups post-test mean scores of</p><p>14.04 from the pre-test mean score of 9.06. It can be concluded that the KiDs material that has</p><p>been developed is not only effective but also essential as a teaching tool in developing the</p><p>language listening comprehension skills of the learners. Thus, the use of KiDS material is</p><p>recommended to make language learning more interesting. The implication of this research is</p><p>that teachers should devise learning material that appeals to the learners in language</p><p>learning. School administrators should also support the usage of technology-assisted </p><p>learning material towards promoting</p><p>globalized learning to achieve 21st-century education.</p><p></p> |
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