Digitized story-telling: Its effect in English comprehension skills of primary learners

This study aimed to determine the effect of digitized storytelling on the English comprehension skills of primary learners at Mallag Primary School, Kabugao District 2, during the School Year 2025–2026. Specifically, it sought to determine the learners’ level of English comprehension before and after the implementation of digitized storytelling and to identify whether a significant difference existed in their comprehension levels following the intervention The study employed a quasi-experimental research design utilizing a one-group pretest-posttest approach. The respondents were primary learners from Grades 2 and 3. Digitized storytelling materials incorporating multimedia elements such as visuals, narration, animations, and interactive storytelling activities were utilized as the intervention to enhance learners’ comprehension skills. The intervention was conducted over a period of five (5) weeks. Findings revealed that during the pre-test, most learners were classified under the Beginning and Developing levels of comprehension, indicating the need for teacher guidance and support in understanding texts. After the implementation of digitized storytelling, learners demonstrated marked improvement, with a greater number progressing to the Developing and Advanced levels of comprehension. Hypothesis testing further revealed statistically significant improvements in the English comprehension performance of both Grade 2 and Grade 3 learners after the intervention. The study concluded that digitized storytelling is an effective instructional strategy in enhancing the English comprehension skills of primary learners, particularly those transitioning toward independent reading. Hence, it is recommended that teachers continuously integrate digitized storytelling into English instruction to further improve learners’ comprehension, engagement, and interest in reading.