The Effect of Story Mapping Technique on the Reading Comprehension of Learners

This study investigated the effect of the Story Mapping Technique in improving the reading comprehension of learners at Liwan Elementary School, Conner, Apayao, during the School Year 2025–2026. Employing a one-group quasi-experimental design, the research involved 19 learners from Grades 2 to 6 selected through total enumeration. Prior to the intervention, assessment results indicated that learners in Grades 2–3 were at the Developing to Beginning level, while those in Grades 4–6 were at the Frustration level, reflecting significant challenges in understanding and processing texts. The intervention introduced the Story Mapping Technique, which emphasizes visual representation of narrative elements such as characters, setting, plot, and resolution to aid comprehension. After its implementation, notable improvements were observed. Learners in Grades 2–3 advanced to the Advanced level, demonstrating stronger grasp of textual meaning and structure. Meanwhile, Grades 4–6 progressed to the Instructional and Independent levels, showing increased ability to decode, interpret, and analyze reading materials with minimal support. Statistical analysis confirmed a significant difference between pre- and post-intervention scores, underscoring the effectiveness of the technique. Findings affirm that the Story Mapping Technique is a powerful instructional strategy for enhancing literacy skills, particularly in multi-grade and rural classroom contexts where diverse learner needs must be addressed simultaneously. The study recommends that educators integrate story mapping into reading instruction to foster comprehension, engagement, and independence among learners. Its application can serve as a practical approach to bridging literacy gaps and promoting academic success in similar educational settings.