Storytelling Materials: An Intervention to Improve Reading Comprehension

Abstract—The purpose of the study was to determine the effectiveness of the teacher-developed storytelling intervention materials on the reading comprehension level of the intermediate pupils of South Cembo Elementary School for the school year 2023-2024. The study profiled the pupil-respondents in terms of sex, socioeconomic status (SES), and pupils’-parents educational attainment, and PHIL-IRI Group Screening Pre-test and post-test Results based on the comprehension levels: 1. Frustration, 2. Instructional, and 3. Independent. There were three major phases undertaken by the researcher in the development of the intervention materials: 1. Revisiting of the reading strategies and models, 2. Crafting of the teacher-developed storytelling intervention materials, and 3. Assessment of the teacher-developed storytelling intervention materials by eight (8) identified experts and one (1) user to determine the effectiveness using the following criteria: (1) User-friendliness, (2) Accessibility, (3) Flexibility, (4) Suitability, and (5) Creativity. It further aimed to find out the difference between the PHIL-IRI Group Screening pre-test and post-test results of the pupil-respondents when grouped according to sex, socioeconomic status, and parents’ educational attainment. The study employed a pre-experimental research design. It involved one group of 73 intermediate pupils purposely selected. The statistical tools used were frequency and percentage, mean and standard deviation, and paired t-test. The result of the study showed that the majority of the pupil-respondents are male, belong to the poor class, which typifies the pupils in the public elementary school in the Philippines, and whose parents have reached high school and college. The majority of the pupils were under the frustration level of comprehension based on the PHIL-IRI group screening pre-test. Eight experts assessed the teacher-developed storytelling intervention materials as effective (x̄=3.99, SD=0.519) using five major criteria, meaning “highly effective”.

Effectiveness, Intervention, Reading Comprehension, Storytelling

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