Enhancing Grade 6 Learners’ Listening Comprehension Skills Through Digitized Storytelling

Abstract

This study investigated the effectiveness of digitized storytelling in enhancing listening comprehension skills among 43 Grade 6 learners from two public elementary schools in the Adams-Pagudpud District, Ilocos Norte, during the 2024–2025 academic year. Employing a quasi-experimental one-group pretest-posttest design, the research addressed the persistent literacy crisis in the Philippines, where national assessments reveal that fewer than 40% of elementary learners meet grade-level expectations in English proficiency. A three-week intervention utilizing digitized storytelling materials was implemented, with assessment conducted through a 20-item multiple-choice instrument adapted from the Phil-IRI Manual. Results demonstrated substantial improvement: the percentage of learners at the frustrated level decreased, while the percentages at the instructional and independent levels increased significantly. Mean scores improved from 7.63 to 11.65, representing a 52.69% gain. Paired t-test analysis confirmed statistically significant differences, indicating that digitized storytelling's multimodal integration of visual and auditory elements effectively enhanced listening comprehension across diverse learners. These findings underscore digitized storytelling as a pedagogically sound, evidence-based intervention warranting broader implementation in Philippine public schools to address systemic comprehension challenges.