| Summary: | This study aimed to identify the effectiveness of employing the digital storytelling strategy on the achievement of third-grade students in the "Earth and its Layers" unit of the science curriculum, and on their attitudes toward learning this unit, in public schools in the Salfit Governorate. To answer the research questions, the researchers used a quasiexperimental design with a sample of 56 third-grade female students from Haris Basic Girls' School, affiliated with the Salfit Directorate of Education, during the 2025-2026 academic year. The study sample was divided into two groups: an experimental group of 28 students who studied using the digital storytelling strategy, and a control group of 28 students who studied the same unit using the traditional method. The following instruments were developed: an achievement test on the "Earth and its Layers" unit from the third-grade science textbook, and a scale measuring attitudes toward learning science. The data were also analyzed using the Statistical Package for the Social Sciences (SPSS) to calculate the arithmetic means and standard deviations to describe the students' achievement and attitudes towards learning science before and after employing the digital storytelling strategy. The statistical analyses showed that there was a statistically significant difference at the level of (α=0.05) between the students' average achievement and attitudes before and after employing the digital storytelling, in favor of the digital storytelling, which indicates that the digital storytelling method is more effective in raising the level of achievement of third-grade students.
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