Storytelling Through Video Presentations as a Strategy to Enhance English Comprehension Skills of Intermediate Grade Learners

Abstract

Aims: This study examined the effectiveness of storytelling through video presentations as a pedagogical strategy to enhance English comprehension skills among intermediate-grade learners. It specifically investigated whether the integration of visual and auditory elements in storytelling could improve comprehension performance and learner engagement. Study Design: A one-group pretest–posttest experimental design was employed to measure changes in comprehension before and after the intervention. Place and Duration of Study: The research was conducted at Talisay Elementary School, Laoang, Northern Samar, Philippines, during the 2023–2024 academic year. Methodology: Twenty Grade 4 learners participated in the study. A standardized comprehension test was administered before the intervention to establish baseline performance. Learners were then exposed to structured storytelling sessions delivered through video presentations that combined narrative flow, visual cues, and auditory reinforcement. The same test was administered after the intervention to measure comprehension gains. Frequency, perecentages and t-test were used in this study. Results: The pre-test scores ranged from 2 to 12, with a mean of 6.15 (SD = 2.23), indicating average comprehension levels with moderate variability. After the intervention, post-test scores ranged from 5 to 14, with a mean of 10.90 (SD = 2.25), reflecting a substantial improvement. A paired-sample t-test revealed a highly significant difference between pre-test and post-test scores (t = -5.26, p < 0.001), confirming the effectiveness of the intervention. Most learners (55%) clustered between scores of 11–13 in the post-test, demonstrating strong comprehension gains compared to their baseline performance. Conclusion: Storytelling through video presentations significantly improved learners’ English comprehension skills, validating its potential as an effective instructional strategy in elementary education. The integration of multimodal elements fostered learner engagement, accommodated diverse learning styles, and strengthened comprehension outcomes. Future studies with larger samples, varied grade levels, and longitudinal designs are recommended to further validate and extend these findings, contributing to sustainable innovations in language instruction.