Digital Storytelling: An Intervention in Improving Learners’ Reading Comprehension Skills

Abstract

This study aimed to determine the effectiveness of digital storytelling technique in improving the reading com- prehension skills of Grade 3 learners of Guio-ang Elementary School, District of Guindulman, S.Y. 2020-2021. It mainly determined the reading comprehension level of the learners before and after using the digital storytelling technique and showed how it is effective in improving the learners’ reading comprehension level.  Through one- group pretest-posttest experimental research design, 20 grade three learners with reading performance below an independent level were exposed to the digital storytelling technique. The researchers purposively selected these participants to obtain more accurate results. It was revealed that the pretest recorded a mean score of 2.95 (Sd = 0.96) and a mean score of 4.90 (Sd = 0.85) substantiated the post-test result. Moreover, there was a remarkable increase of 1.95 in the mean post-test score of the participants after utilizing the digital storytelling technique. To conclude, the digital storytelling technique is a potent way of improving the learners’ reading comprehension. Thus, it was recommended that teachers are encouraged to employ the digital storytelling technique in teaching reading regardless of what learning modality is adopted; a similar or parallel study may be conducted to explore its effectiveness in understanding concepts in other subject areas.