GENDER DISPARITY IN PUPILS' USAGE OF DIGITAL STORYTELLING PACKAGES AND ITS EFFECT ON THEIR ACADEMIC ACHIEVEMENT IN OYO WEST LOCAL GOVERNMENT AREA

Abstract

This study investigated the extent to which gender disparity in pupils’ engagement with digital storytelling packages influences their academic outcomes. Four hypotheses formulated at 0.05 significance level served as guides for the study. A quasi-experimental pre-test, post-test control group design was employed. All primary two pupils in Oyo West Local Government Area constituted the study population, from which 120 pupils (both male and female) were drawn through a multistage sampling procedure. Data were gathered using two instruments: the Digital Storytelling Achievement Test in Social Studies (DSATSS) and the Digital Literacy Usage Scale (DLUS). Both instruments underwent expert validation and Cronbach Alpha reliability testing. Mean scores, standard deviation and Analysis of Covariance (ANCOVA) were employed for data analysis. The results showed that pupils who learned through digital storytelling attained higher academic scores compared to their counterparts in the conventional teaching group. Nonetheless, observable variations in how male and female pupils interacted with the digital tools were noted, with female pupils recording marginally superior performance in digital literacy and classroom engagement. In spite of these usage variations, gender did not produce a statistically meaningful difference in academic outcomes. It was therefore concluded that although disparities in how boys and girls utilize digital storytelling tools may be present, such disparities do not materially alter learning achievements. Teachers were advised to ensure equitable access to digital resources and foster inclusive learning environments. Classroom adoption of digital storytelling should be further deepened as a strategy for boosting pupil creativity, engagement and scholastic performance irrespective of gender