Impact Of Digital Storytelling and Gender on Senior Secondary School Students’ Self-Efficacy in Civic Education in Calabar Education Zone

The study investigated the effect of digital storytelling and gender on senior secondary school students’ self-efficacy in Civic Education in Cross River State. Two research questions and two hypotheses guided the study. Quasi-experimental research design was adopted. The population of the study comprised all the 4,484 Senior Secondary two students in Calabar Education Zone. A sample of 183 students comprising 85 males and 98 females from four co-educational secondary schools participated in the study. Instruments for data collection was Civic Education Self-Efficacy Questionnaire (CESEQ). The research questions were answered using mean and standard deviation while, the hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings revealed that there was no significant influence of storytelling instructional strategies and gender on self-efficacy of students in Civic Education. However, female students’ self-efficacy was slightly better than their male counterpart. Based on the result of the study, the researchers recommended that students should be encouraged to participate actively during learning activities that incorporate the use of digital storytelling strategy as it has the potentials to improve creative and critical thinking abilities in both male and females.

Keywords: Digital storytelling; Gender; Students Self-Efficacy; Civic Education