English Language Learning through Collaborative Interactive Digital Storytelling to Enhance Analytical Thinking Skills of Grade 3 Students
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Abstract
This study aimed to (1) develop an English learning model integrating collaborative learning with interactive digital storytelling (2) compare Grade 3 students’ analytical thinking skills before and after the intervention, and (3) compare analytical thinking skills between students in the experimental group and those receiving conventional instruction. Eighty-one thirdgraders participated in the study; forty-two were in the experimental group and thirty-nine were in the control group. A quasi-experimental pretest–posttest control group design was employed.The research instruments included five English lesson plans totaling 13 instructional hours and a scenario-based analytical thinking test covering three dimensions: cause-and-effect analysis, situational evaluation, and information synthesis for decisionmaking. The test was administered as a pretest and a posttest. Data were analyzed using mean scores, standard deviations, and t-tests. The developed lesson plans were rated by experts as having the highest level of appropriateness. Students in the experimental group achieved significantly higher analytical thinking skills after the intervention (t = 25.03, p <.001, Cohen's d = 3.86), and significantly outperformed the control group with a very large effect size (t = 9.85, p < .001, Cohen's d = 2.24). These findings indicate that integrating collaborative learning with interactive digital storytelling effectively enhances students’ analytical thinking skills
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