Language is something that a child learns from their environment. English, a global language, has become a popular demand in many countries, including Nepal. With a strong belief that children learn when actively engaged in the learning process, this study aims to enable early-grade learners to develop their language skills by emphasizing English speaking and listening skills. The question guides this research- how can digital storytelling pedagogy help to enhance early-grade learners' English language skills? Using action research, this study includes fifteen upper kindergarten learners and three parents as participants in two weeks’ virtual classroom settings. Data were collected through observation, field notes, interviews, and questionnaires. Significant findings show that digital storytelling pedagogy is effective in developing the language skills of early learners as it creates an environment where they can watch, listen, interact and communicate more. With exposure to new vocabularies through storytelling and in the meaning-making of the same, they became more acquainted with English and Nepali languages. Gestures and non-verbal communication were added advantages of digital stories.
This research aims to determine how much influence gadgets have on the learning outcomes of grade 4 elementary school students. This research is quantitative research with an ex post facto research design. In this study, the sampling technique used random cluster sampling with a population of 859 students and a sample of 141 students. The research instruments were questionnaires and tests. Instrument test using validity test and reliability test. The data analysis of the normality test, linearity test, and hypothesis test with the regression test, f-test, t-test and the coefficient of determination. The study’s results showed a significant effect of the use of gadgets on student learning outcomes by 23.5%, with a correlation value of 0.491. Τhis indicates that the relationship influence of the role of parents, students' learning motivation and the use of gadgets on student learning outcomes is powerful and significant.
Computational Thinking (CT) and coding skills are internationally acknowledged as necessary for today's students and 21st century citizens. Nowadays, despite the multifaceted nature of CT, the introduction of CT and associated concepts is regarded as developmentally acceptable for preschool and kindergarten children. Furthermore, there is a considerable influx of software offering various interfaces and styles which facilitate the introduction of children aged four to six to essential CT, coding, and problem-solving skills. Although the creators of these environments claim that they bear educational value, there is no formal or scientifically documented evaluative system certifying this value. For instance, the fast-paced developers produce apps, and the breadth of the available apps has gone beyond what is reasonable for researchers and experts in the domain to evaluate. This article presents a literature review on the available software to encourage preschoolers’ introduction to CT, coding and general literacy skills.