ABSTRACT

This study investigates digital storytelling as a development communication tool to enhance literacy among Almajiri children in Model Almajiri School, Mayo Belwa LGA, and Almajiri Model School, Song LGA, Adamawa State, Nigeria, addressing the region’s literacy challenges. The objectives were to evaluate the effectiveness of digital storytelling in improving literacy skills, develop culturally relevant content, assess the feasibility of mobile-based workshops, and examine impacts on self-expression and confidence. A quasi-experimental design was employed, targeting 1.2 million Almajiri children and 15,000 teachers in Adamawa. A sample of 200 participants (180 children, 20 teachers) from two schools was selected using multi-stage sampling (purposive and simple random). The experimental group was exposed to culturally relevant digital storytelling content for a short intervention period, while the control group received traditional instruction. Data were collected via a five-point Likert scale questionnaire and semi-structured interviews, analysed using paired t-tests, with participant interviews integrated into the discussion of findings. Findings indicate that digital storytelling significantly enhances reading, writing, and comprehension, with culturally relevant Islamic and local narratives fostering engagement. Mobile workshops are feasible with low-cost devices and teacher guidance, and digital storytelling markedly improves confidence and self-expression. The study concludes that digital storytelling is a culturally resonant, scalable tool for literacy promotion in Almajiri schools, though sustained access to technology is needed Recommendations include integrating digital storytelling into curricula, co-creating localised content, investing in teacher training and devices, and promoting narrative creation to enhance agency.