Student-crafted digital storytelling (DST) for enhancing STEM students’ conceptual understanding of evolution and the origin of biodiversity

Abstract

There is a growing need for innovative strategies to improve biology learning in the Philippine basic education system, particularly in teaching evolution, one of the most misunderstood topics in the K–12 science curriculum. Digital storytelling (DST), a student-centered approach that blends narrative construction with multimedia elements, offers a creative and engaging way to address these challenges. This study investigated the impact of DST on the conceptual understanding of evolution among 40 Grade 11 STEM students in a private senior high school in Metro Manila. A sequential explanatory mixed-method action research design was employed, with quantitative data gathered from pre-tests and post-tests, and qualitative data from student reflection journals and focus group discussions. Statistical analyses revealed significant improvements in post-test scores, indicating notable gains in mastery and conceptual understanding. Reflexive thematic analysis of qualitative data yielded four key themes: (1) contextualizing abstract ideas and correcting misconceptions, (2) fostering collaboration and social learning, (3) developing digital skills while overcoming project challenges, and (4) encouraging creativity and personal expression. These findings show that DST not only enhances students’ understanding of complex biological concepts but also cultivates 21st-century skills such as critical thinking, collaboration, and digital fluency. The study positions DST as an effective, scalable instructional strategy that can transform science classrooms into spaces of active, creative, and meaningful learning. Keywords: Digital Storytelling (DST), Conceptual Understanding, Science Education, Educational Technology, 21st Century Skill