DIGITAL STORYTELLING IN ECONOMICS SUBJECTS AND ITS EFFECTIVENESS ON STUDENT LEARNING OUTCOMES BY GENDER AND DIFFERENT ECONOMIC KNOWLEDGE

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F23%3A50020770" target="_blank" >RIV/62690094:18440/23:50020770 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/62690094:18450/23:50020770

Výsledek na webu

<a href="https://www.eriesjournal.com/index.php/eries/article/view/1039" target="_blank" >https://www.eriesjournal.com/index.php/eries/article/view/1039</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7160/eriesj.2023.160305" target="_blank" >10.7160/eriesj.2023.160305</a>

Jazyk výsledku

angličtina

Název v původním jazyce

DIGITAL STORYTELLING IN ECONOMICS SUBJECTS AND ITS EFFECTIVENESS ON STUDENT LEARNING OUTCOMES BY GENDER AND DIFFERENT ECONOMIC KNOWLEDGE

Popis výsledku v původním jazyce

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. © 2023, Czech University of Life Sciences Prague. All rights reserved.

Název v anglickém jazyce

DIGITAL STORYTELLING IN ECONOMICS SUBJECTS AND ITS EFFECTIVENESS ON STUDENT LEARNING OUTCOMES BY GENDER AND DIFFERENT ECONOMIC KNOWLEDGE

Popis výsledku anglicky

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. © 2023, Czech University of Life Sciences Prague. All rights reserved.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal on efficiency and responsibility in education and science

ISSN

2336-2375

e-ISSN

1803-1617

Svazek periodika

16

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

12

Strana od-do

208-219

Kód UT WoS článku

001089143600005

EID výsledku v databázi Scopus

2-s2.0-85172200579