Empowering Young Learners: An Experimental Study on Digital Storytelling Impact on Academic Achievement in MCD Primary Schools

Abstract

This experimental study investigates the impact of digital storytelling on academic achievement among Foundation Stage students (ages 5–6) in Municipal Corporation of Delhi (MCD) primary schools. Over 12 weeks, 60 students were randomly assigned to an experimental group engaging in digital storytelling or a control group receiving traditional literacy instruction. Pre- and post-intervention assessments measured literacy skills (reading and writing) and content knowledge (science and social studies). The experimental group significantly outperformed the control group in both domains, demonstrating digital storytelling’s potential to enhance engagement, creativity, and academic outcomes in resource-constrained settings. Aligned with the National Education Policy (NEP) 2020’s focus on experiential learning and art integration, this study offers recommendations for integrating digital storytelling into primary education.