DIGITAL STORYTELLING IN READING: A QUASI-EXPERIMENTAL STUDY ON STREAMING STORIES TO ENHANCE READING COMPREHENSION

English Language Teaching

This study examined the effectiveness of digital storytelling in improving the reading comprehension of Grade 12 students identified as frustration-level readers at Maragusan National High School. Grounded in Mayer’s Cognitive Theory of Multimedia Learning, the research utilized a one-group pretest–posttest quasi-experimental design involving 30 purposively selected participants. Data were collected using the Philippine Informal Reading Inventory (Phil-IRI) before and after a ten-session intervention featuring streamed digital stories. Results showed that students initially performed poorly in reading comprehension, and after the intervention, performance improved. A paired t-test revealed a statistically significant difference between pretest and posttest scores, indicating that the intervention had a meaningful impact. The findings suggest that digital storytelling enhances comprehension by engaging learners through multimodal input and supporting meaning-making processes. The study concludes that digital storytelling is an effective instructional strategy for improving the reading comprehension of struggling readers.

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