Upgrading Learners' Achievement and Interest in Geometry Through Digital Storytelling: A Quasi‐Experimental Study

ABSTRACT This study examines the effects of digital storytelling on Senior Secondary School 1 (SSS1) learners' achievement and interest in circle geometry. Using a quasi‐experimental pretest–posttest design with nonequivalent control groups, the research involved 120 learners from four public schools in Delta State, Nigeria. The participants were divided into two groups: 64 learners in the experimental group using digital storytelling and 56 learners in the control group using conventional teaching methods. Achievement and interest were measured through the Circle Geometry Achievement Test (CGAT) and the Circle Geometry Interest Inventory (CGII), both administered as pretests and posttests. The reliability of CGAT was 0.83, and CGII was 0.81. Data analysis using SPSS (version 29) involved calculating means, standard deviations, and testing hypotheses with Analysis of Covariance (ANCOVA) at a 0.05 significance level. Results indicated that digital storytelling resulted in significantly higher learners' achievement and interest scores in circle geometry than conventional methods. Gender did not have a significant main effect on achievement. However, a significant interaction effect between instructional method and gender was observed for interest, with digital storytelling producing significantly higher interest scores than conventional instruction among both male and female learners, although the magnitude of the effect was greater among male learners. Based on these findings, educators are encouraged to incorporate digital storytelling, which provides an engaging and effective alternative to traditional teaching in mathematics.