NEXUS BETWEEN DIGITAL STORYTELLING AND LEARNERS’ ACADEMIC ACHIEVEMENT: A REVIEW OF CONTEMPORARY LITERATURE

Abstract

Digital storytelling has emerged as an innovative pedagogical approach that integrates
multimedia elements such as audios, images, animations, videos and music to enhance teaching
and learning. Numerous factors contribute to learners' academic achievement, among which
teacher pedagogy is a key determinant. This paper examines the nexus between digital
storytelling and learners’ academic achievement using current empirical and theoretical
literature. Drawing on recent studies across early childhood and primary education, the paper
synthesises evidence on how digital storytelling influences learning outcomes, learners’
engagement, literacy, motivation, and critical thinking. Findings from contemporary research
indicate that digital storytelling significantly improves learners’ academic performance by
promoting active participation, contextualised learning, and cognitive engagement. The paper
concludes that digital storytelling is a powerful instructional strategy for enhancing academic
achievement, and recommends its systematic integration into early childhood and primary
education curriculum and teacher training programmes. Suggestions include: teachers should
integrate digital storytelling into instructional strategies across subject areas and that teacher
education programmes should include training in digital pedagogy and multimedia content
creation.