The Effect of a Digital Storytelling Intervention on Middle School Students’ Perceptions about Intellectual Stereotypes and their Interests in STEM Fields

Abstract

The purpose of this research study was to explore the impact of digital storytelling on the STEM interest and intellectual stereotypes perceptions of Lebanese middle school students. Employing a quasi-experimental design, pre-post tests, consisting of two questionnaires, were administered to measure shifts in students' STEM interest and intellectual stereotypes perceptions. The experimental group, exposed to the digital storytelling intervention, exhibited significantly higher mean scores across various STEM attitude categories compared to the control group. Paired samples t-tests further confirmed substantial improvements in STEM semantics test scores, underscoring the intervention's distinct and positive influence on students' attitudes and interests in diverse STEM domains. In the examination of intellectual stereotypes, the experimental group displayed distinctive changes, challenging stereotypes associated with innate intelligence, girls' reading and writing abilities, leadership roles, creative thinking, and problem-solving skills. Unexpectedly, adverse effects were observed, reinforcing stereotypes about decision-making, shared enjoyment in activities like sports, toughness, sensitivity, and technical proficiency. These findings underscore the need for a refined approach in narrative construction to avoid unintended consequences. This study contributes empirical evidence to the literature, highlighting digital storytelling's potential to enhance STEM engagement and challenge stereotypes. Further exploration and refinement are recommended for future interventions. In conclusion, digital storytelling emerges as a promising tool for positively influencing STEM interest and perceptions of intellectual stereotypes among middle school students.