ABSTRACT

This study investigates the effectiveness of Digital Storytelling (DST) as a method to

enhance the viewing comprehension of Grade 8 students at Metro-Dagupan Colleges. In an age

where students frequently encounter visual and multimedia content, the ability to analyze and

interpret this information is increasingly vital for their academic success. However, many

students struggle with understanding visual texts, which can hinder their overall learning

experience. The study uses a mixed-methods approach, consisting of pre-tests and post-tests, to

assess changes in students' comprehension before and after they engage with digital storytelling

materials, specifically focusing on “The Myth of Anansi – The Trickster Spider.”

Results show that DST significantly improves viewing comprehension, with pre-test

average scores rising from 30.71 to 46.68 post-exposure, resulting in an overall difference score

of about 21 points. These findings suggest that digital storytelling not only boosts comprehension

but also engages students in critical thinking, thereby enhancing their educational experiences.

Feedback from students indicates that interacting with digital content makes learning more

enjoyable and relatable.

The insights gathered highlight the importance of incorporating innovative teaching

strategies like DST into educational curricula. This study recommends that students actively

engage with digital storytelling, teachers utilize it as an instructional tool, and school

administrators support these methods by providing resources and training. By doing so,

educators can create a more enriching and effective learning environment, preparing students for

the visually complex world they inhabit. Overall, this study underscores the transformative

potential of digital storytelling in improving students' comprehension and engagement with

visual media.

ii
 TABLE OF CONTENTS

CONTENT

TITLE PAGE i

ABSTRACT ii

TABLE OF CONTENTS iii

LIST OF TABLES vi

LIST OF FIGURES vii

ACKNOWLEDGEMENT viii

DEDICATION x

Chapter 1 1

THE PROBLEM AND ITS BACKGROUND 1

Introduction 1

Theoretical Framework 4

Review of Related Literature 5

Synthesis 7

Review of Related Studies 7

Local Studies 7

Synthesis 9

Foreign Studies 9

Synthesis 11

Research Paradigm 13

Statement of the Problem 15

Hypothesis of the Study 15

iii
Scope and Delimitation 15

Significance of the Study 16

Definition of Terms 17

Chapter 2 19

RESEARCH DESIGN 19

Method of Research and Data Gathering Technique 19

Sources of Data 19

Respondents of the Study 20

Procedure of the Study 21

a. Construction of the Research Instrument 21

Validation of the Research Instrument 22

Validity Result of the Instrument 22

b. Administration of Instrument 24

c. Method of Data Analysis and Interpretation 24

Chapter 3 26

RESULTS AND DISCUSSION 26

Table I. Level of Viewing Comprehension before exposure to Digital

material. 26

Table II. Level of Viewing Comprehension after exposure to Digital

material. 28

Table III. Significant difference in viewing comprehension of Grade 8

students

31

iv
 Output 34

Chapter 4 36

SUMMARY, CONCLUSION AND RECOMMENDATION 36

Summary 36

Conclusion 37

Recommendation 37

BIBLIOGRAPHY 40

APPENDICES 43

Appendix A. Letter to Research Adviser 43

Appendix B. Letter to Principal 44

Appendix C. Letter to English Teacher 45

Appendix D. Letter to Respondents 46

Appendix E. Letter to the Content Validator 47

Appendix F. Validation Result 48

Appendix G. Letter to the Content Validator 49

Appendix H. Validation Result 50

Appendix I. Research Instrument 51

Appendix J. Documentation 71

CURRICULUM VITAE 73

v
 LIST OF TABLES

Table No. Table Title Page

1 Level of Viewing Comprehension before 26

exposure to digital material.

2 Level of Viewing Comprehension after 28

exposure to digital material.

3 Significant difference in viewing comprehension of 31

Grade 8 students.

vi
 LIST OF FIGURES

Figure No. Figure Title Page

1 Research Paradigm 13

vii
 ACKNOWLEDGEMENT

We would like to express our heartfelt gratitude to several individuals who have played a

crucial role in the completion of this thesis.

First and foremost, we extend our sincerest appreciation to our esteemed teacher, Prof.

Carolyn Magat. Your inspiring guidance, unwavering support, and extensive knowledge have

greatly enriched our research experience. Your ability to ignite our curiosity and foster a passion

for learning has not only propelled us forward but has also instilled in us a sense of integrity and

excellence in our academic pursuits. Your encouragement pushed us to explore new ideas and

approach our work with confidence and determination, reminding us that challenges are merely

opportunities for growth. Thank you for believing in us and for being a remarkable mentor

throughout this journey. Your influence will resonate with us long after this project is completed,

as we carry the lessons learned from your guidance into our future endeavors.

Additionally, we would like to thank our research adviser, Ms. Anne Bernadette

Gubatan. Your valuable feedback and helpful suggestions have been incredibly important to us

throughout this research process. You created a welcoming environment that made it easy for us

to share our ideas and improve on them through thoughtful discussions. The time and effort you

dedicated to reviewing our work helped to raise the quality of our study, and you encouraged us

to think carefully and critically. Your strong belief in our abilities and your high standards have

truly inspired us, showing us how important it is to be thorough and accurate in our research. We

are really thankful for your support and guidance.

Lastly, we would like to acknowledge our families, friends, and fellow students for their

unwavering support and encouragement throughout this research endeavor. Your belief in our

viii
abilities inspired us to persevere and aim higher. Together, your support has made a significant

difference in our academic journey, and we are sincerely grateful for each of you. Thank you.

We would like to express our sincere gratitude to our panelists for their invaluable

contributions and insights throughout our thesis examination process. Your expertise and

thoughtful feedback have greatly enhanced the quality of our work and provided us with a

broader perspective on our research. Thank you for your time, encouragement, and support.

Imbat, Jamaica I.
Linsao, Jemadeal N.
Movida, Natasha P.
Narvarte, Karl John S.

ix
 DEDICATION

This thesis is dedicated to our families, whose unwavering love and support have been

our greatest source of strength throughout this academic journey. You've believed in us,

encouraged us during our challenges, and celebrated our achievements, big and small. Your

sacrifices and endless encouragement have inspired us to reach for our dreams.

We also dedicate this work to our research adviser, Ms. Bernadette Anne Gubatan.

Your guidance, genuine interest in our success, and invaluable insights have been instrumental in

shaping our work. Thank you for your patience, support, and encouragement throughout this

process.

Additionally, we dedicate this thesis to our teachers and mentors who have guided us

with wisdom and patience. Your commitment to our education has shaped our understanding and

passion for learning, and for that, we are eternally grateful.

Lastly, we would like to dedicate this thesis to all the students who strive for knowledge

and growth. May you always pursue your passion for learning and never stop believing in your

potential.

- The Researchers

x
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In today's rapidly evolving digital landscape, the ability to effectively interpret and

analyze visual information is more crucial than ever. Students are constantly bombarded with

multimedia content, making viewing comprehension a fundamental skill for academic success

and overall literacy. As the majority of texts students access outside the classroom are visual or

multimodal, including a combination of print and image, they need opportunities to analyze and

evaluate these types of texts Al Zidjaly, T in 2022.

However, the situational problem lies in the fact that many learners lack the necessary

skills to engage critically with visual texts. This deficiency not only impedes their academic

performance but also affects their overall learning experiences (Foelske, 2014; Erdoğan, 2021).

With the prevalence of visual stimuli in social media, online platforms, and advertising, students

are exposed to a wide array of visual information that can easily be misinterpreted or

misconstrued. The issue at hand is stark, without adequate training and educational interventions,

students will continue to struggle with visual interpretation, thus hindering their academic

success and critical thinking abilities. Therefore, fostering viewing comprehension emerges as a

fundamental skill necessary for academic achievement in today's digital age. Effective viewing

comprehension enables students to analyze visual content, make connections between visuals

and text, and derive meaning from the information presented (Isidor, 2017). However, many

learners lack the necessary skills to engage critically with visual texts, which can hinder their

academic performance and overall learning experience (Foelske, 2014; Erdoğan, 2021).

xi
 Likewise, Ahmad, A, & Rahman, M, A. (2014) have meticulously documented the

transformative impact of digital media on our interpretive frameworks, emphasizing the

indispensable role of educating students as discerning and actively involved consumers of

multimodal texts, requiring that they learn not just how to see, but also how to analyze what they

see. Students, therefore, must be empowered with the ability to engage critically with digital

content, developing the analytical proficiency necessary to interpret the myriad ways in which

visual information shapes understanding, perceptions, and overall world views.

Digital Storytelling (DST) is an innovative educational approach that combines

traditional storytelling techniques with modern digital tools to engage learners in dynamic and

interactive ways. By integrating visuals, audio, and narrative, DST creates a rich learning

environment that appeals to various senses, making the content more relatable and memorable.

This method not only engages students but also encourages them to express their own voices and

perspectives while exploring a wide range of topics. Moreover, DST not only fosters creativity

but also allows learners to connect personally with content, thereby improving their

understanding and retention of information (Foelske, 2014). Research indicates that DST

significantly enhances viewing comprehension among students by providing a multi-sensory

learning experience that caters to diverse learning styles (Erdogan, 2021). This method

encourages active participation, critical thinking, and collaboration—essential skills in today’s

educational landscape (Dakich, 2014).

By integrating multimedia elements such as images, audio, and video, DST enables

students to express their understanding in a unique and personalized manner. This can lead to

improved retention of information and a greater appreciation for the subject matter (Smeda et al.,

2014). Viewing comprehension is defined as the ability to understand and interpret visual media,

xii
encompassing various forms such as videos, images, and diagrams. It involves several cognitive

processes, including the interpretation of visual elements and the connection of these visuals to

accompanying text or spoken words (Isidor, 2018).

The contemporary landscape, increasingly saturated with a heterogeneous mix of visual

stimuli from the personalized narratives of social media and the dynamic presentations of online

educational platforms to the sophisticated design of journalistic reporting and pervasive

advertising techniques necessitates an advanced level of visual literacy that goes beyond simple

recognition to encompass critical understanding and evaluation of purpose, technique, and

potential bias Supsakova (2020).

In conclusion, the ability to effectively interpret and analyze visual information is

increasingly vital in today's digital age. As students encounter a plethora of multimedia content,

fostering viewing comprehension emerges as a fundamental skill necessary for academic success

and overall literacy (Al Zidjaly, 2022). The integration of Digital Storytelling (DST) into

educational practices not only enhances creativity but also equips learners with the analytical

skills required to critically engage with visual texts (Ahmad & Rahman, 2014).

However, it is crucial to recognize that many students currently lack the skills needed to

engage critically with visual texts, which can hinder their academic performance (Foelske, 2014;

Erdogan, 2021). Therefore, educators must prioritize the development of visual literacy within

the curriculum, empowering students to navigate and analyze the complex visual landscape they

encounter daily. As we move forward in this digital era, equipping students with these essential

skills will be paramount in preparing them for future challenges and opportunities in an

increasingly visual world.

xiii
 The primary purpose of this study is to investigate the effectiveness of Digital

Storytelling (DST) as an educational intervention aimed at viewing comprehension among

Grade 8 students at Metro Dagupan Colleges Productivity High school.

Theoretical Framework

Constructivism is a foundational learning theory that asserts that individuals construct

their own understanding and knowledge of the world through experiences, interactions, and

reflection. Influential theorists such as Jean Piaget and Lev Vygotsky have contributed to this

framework, emphasizing that learning is an active process where students build upon their prior

knowledge and experiences (Elliott et al., 2000; Arends, 1998). According to constructivist

principles, knowledge is not simply transmitted from teacher to student; rather, it is co-

constructed through social interactions and collaborative learning environments. This approach

encourages students to engage in problem-solving activities, discussions, and hands-on projects

that require them to think critically and creatively (Phillips, 1995). The benefits of

constructivism in education are multifaceted. It fosters critical thinking skills as students learn to

analyze information, evaluate different perspectives, and draw conclusions based on evidence

(Woolfolk, 1993).

Additionally, it promotes independence and self-directed learning, as students take

ownership of their educational journeys. Communication skills are enhanced as learners

articulate their thoughts, negotiate meaning with peers, and present their ideas in various formats.

Furthermore, constructivism cultivates a sense of community in the classroom, where

collaboration and mutual respect are paramount (Dewey; Gagne). By connecting learning to real-

world contexts and personal experiences, constructivism not only deepens comprehension but

also prepares students for lifelong learning and adaptability in an ever-changing world By

xiv
connecting learning to real-world contexts and personal experiences, constructivism not only

deepens comprehension but also prepares students for lifelong learning and adaptability in an

ever-changing world (Dewey, 1938).

This theory has a numerous benefits for this study, it promotes active engagement and

students are encouraged to participate actively in their learning process, which fosters deeper

understanding and retention of information, and it also underscores the potential for digital

storytelling to not only improve viewing comprehension but also develop essential skills that are

crucial for academic success and lifelong learning (Tam, 2000).

In essence, constructivist learning theory supported our study by providing a theoretical

framework that explained why digital storytelling was effective for enhancing viewing

comprehension. DST embodied constructivist principles by promoting active, social,

contextualized, and reflective learning experiences. It engaged students in constructing

knowledge through meaningful multimedia interactions, fostering deeper comprehension and

critical thinking skills necessary for interpreting complex visual content. This theoretical

grounding justified the use of DST as a powerful instructional strategy for Grade 8 students’

viewing comprehension development.

Review of Related Literature

Digital storytelling (DST) is increasingly recognized as a powerful pedagogical tool that

merges traditional narrative with digital technology to create engaging, multimodal learning

experiences. DST typically incorporates visuals, audio, animation, and text, providing students

with multiple avenues for meaning-making and comprehension (Mayorga et al., 2022).Similarly,

Mayorga et al. (2022) designed a virtual classroom using digital narratives and concluded that

such environments make learning more participatory and innovative. Their research emphasized

xv
that digital storytelling, by combining visual and auditory material, supports students with

reading difficulties and strengthens cognitive development through audiovisual stimuli.

Karaoglan Yilmaz, Yilmaz, and Keser (2021) found that DST not only develops 21st-

century skills (such as critical thinking, creativity, and digital literacy) but also fosters

meaningful and lasting learning. Their study with pre-service science teachers highlighted that

DST increases motivation and provides multiple pathways for students to access and interpret

information. Multimodal approaches in DST are particularly beneficial for struggling readers.

Morin (2014 as cited in Alerta & Segumpan, 2023) emphasized that multisensory techniques,

including the use of both visual and auditory effects, can greatly enhance literacy skills and

support students who have difficulty with traditional reading tasks.

Rooted in constructivist learning theory, DST encourages students to actively participate

in their own learning by engaging with and reflecting on multimedia content. This active

involvement supports deeper comprehension, particularly in interpreting complex visual and

auditory information (Dewi, 2016 as cited in Alerta & Segumpan, 2023). The interactive and

creative nature of DST fosters motivation and sustained attention, which are essential for

effective comprehension (Mayorga et al., 2022).

Viewing comprehension, a critical skill in the digital age, involves understanding and

interpreting visual media, including videos, images, and multimedia presentations (Mayer, 2014

as cited in Alerta & Segumpan, 2023). The shift from traditional literacy to multiliteracies

requires students to develop skills in decoding and analyzing multimodal texts, and DST aligns

with this shift by providing rich, multimodal learning environments (Karaoglan Yilmaz et al.,

2021).

xvi
Synthesis

The reviewed literature consistently demonstrates that digital storytelling (DST) is an

effective pedagogical approach for enhancing viewing comprehension among Grade 8 students.

Rooted in constructivist learning theory, DST promotes active learner engagement by integrating

multimedia elements-such as visuals, audio, and animation-that cater to diverse learning styles

and support multimodal literacy development. Studies by Mayorga et al. (2022) and Karaoglan

Yilmaz et al. (2021) highlight that DST not only improves comprehension but also fosters

critical 21st-century skills like creativity and digital literacy. Furthermore, multisensory

techniques embedded in DST have been shown to particularly benefit struggling readers by

making complex content more accessible (Morin, 2014 as cited in Alerta & Segumpan, 2023).

The interactive and motivating nature of DST sustains students’ attention and deepens their

understanding of visual media, aligning well with the demands of modern multiliteracies (Mayer,

2014 as cited in Alerta & Segumpan, 2023). Overall, digital storytelling emerges as a powerful

tool that supports meaningful learning and improved comprehension outcomes in middle school

settings.

Review of Related Studies

Local Studies

Dela Cruz, J. M., & Dela Torre, J. A. (2021) examined the effectiveness of digital

storytelling in improving viewing comprehension among Grade 6 students in a public elementary

school in Manila. Using a quasi-experimental design, the researchers found that students who

engaged with digital storytelling demonstrated significant improvements in their ability to

interpret and analyze visual narratives compared to those who received traditional instruction.

xvii
The study concluded that digital storytelling effectively enhances students' viewing

comprehension skills.

Gonzales, M., & Pineda, C. (2022) explored how digital storytelling can enhance viewing

comprehension and critical thinking skills among high school students in a public school setting

in Cebu City. The researchers found that students who engaged with digital storytelling exhibited

greater abilities to analyze visual narratives and extract meaning from multimedia content

compared to their peers who did not participate in such activities.

This recent study assessed the impact of digital storytelling on viewing comprehension

and engagement among Grade 10 students in a rural school setting in Batangas Province. The

findings revealed that students who engaged with digital storytelling were better able to

comprehend visual elements and narratives presented during lessons compared to traditional

teaching methods, leading to enhanced overall learning outcomes (Bautista, J., & Lim, A. 2023).

This study focused on developing digital storytelling materials aimed at improving

viewing comprehension levels among Grade 8 students in a public school setting. The

researchers found that using multimedia elements within digital stories significantly enhanced

students' abilities to interpret visual information and understand narrative context effectively

compared to conventional instructional methods. (Raheim, R., Saad, S., & Mustafa, M. 2024)

Recent studies in the Philippines demonstrate that Digital Storytelling (DST) significantly

enhances viewing comprehension among students. Dela Cruz and Dela Torre (2021) found that

Grade 6 students improved their ability to interpret visual narratives through DST compared to

traditional methods. Gonzales and Pineda (2022) highlighted that high school students developed

strong analytical skills in visual narratives through DST. Bautista and Lim (2023) noted that

Grade 10 students in a rural setting comprehended visual elements more effectively when using

xviii
digital storytelling, leading to improved learning outcomes. Finally, Raheim et al. (2024)

confirmed that multimedia elements in digital stories enhanced Grade 8 students' interpretation

of visual information. Collectively, these studies affirm DST as a valuable tool for improving

viewing comprehension among Filipino students.

Synthesis

The comprehensive review of recent studies in the Philippines underscores the

transformative potential of Digital Storytelling (DST) in enhancing viewing comprehension

across various educational settings and grade levels. The findings of Dela Cruz and Dela Torre

(2021), Santos and Reyes (2019), Gonzales and Pineda (2022), Bautista and Lim (2023), and

Raheim et al. (2024) collectively illustrate that DST not only fosters critical analytical skills in

students but also improves their capacity to interpret and engage with visual narratives and

multimedia content. The evidence from diverse local contexts indicates that students

participating in DST demonstrate significant advancements in understanding narrative themes,

character motivations, and visual elements compared to those who receive traditional instruction.

Given these benefits, the integration of digital storytelling into educational curricula emerges as a

promising strategy for enhancing learning outcomes, suggesting further exploration and

implementation of DST practices in schools across the Philippines.

Foreign Studies

In accordance with, Tyrou, I. (2022) undergraduate students' perceptions and attitudes

toward digital storytelling in foreign language education. The findings indicated that digital

storytelling enhances communication skills and engages students in authentic learning

experiences. Students reported improved abilities to express emotions and convey messages

xix
through their narratives, which positively affected their viewing comprehension of multimedia

texts. The study concluded that DST is an effective educational tool for fostering deeper

understanding in language learning contexts.

Ciğerci, F. M., & Gultekin, M. (2015), examined the effect of digital stories on listening

comprehension skills among fourth-grade students in Turkey. The study utilized a mixed-

methods approach over an eight-week period, where students engaged with digital stories during

Turkish lessons. Results showed significant improvements in listening comprehension, with

students expressing that the visuals in digital stories helped them understand the narratives better,

thereby enhancing their overall comprehension skills.

Duncan, K., & Bouchard, C. (2018) investigated how digital storytelling affects middle

school students’ viewing comprehension in science education. The study found that using digital

stories to present scientific concepts led to improved understanding and retention of information

among students. The combination of visuals and narratives helped clarify complex ideas, making

them more accessible and easier to comprehend for students with varying levels of prior

knowledge.

The reviewed foreign studies collectively highlight the effectiveness of Digital

Storytelling (DST) as a pedagogical strategy for enhancing viewing comprehension across

various educational contexts. Research by Tyrou (2022) emphasizes that DST improves students'

abilities to interpret visual narratives, which is crucial for understanding multimedia content.

Ciğerci and Gultekin (2015) demonstrate that engaging with digital stories significantly enhances

elementary students' comprehension by providing essential context through visuals. Chubko

(2020) underscores the importance of multimodality in DST, allowing students to analyze

complex narratives more effectively.

xx
 Finally, Duncan and Bouchard (2018) confirm that DST improves retention and

understanding of scientific concepts among middle school students by presenting information in

an engaging format. Overall, the current study aims to investigate the effectiveness of Digital

Storytelling in enhancing the viewing comprehension of Grade 8 students, which is consistent

with the findings of the reviewed studies (Tyrou, Ciğerci and Gultekin, Chubko, and Duncan and

Bouchard). These studies suggest that Digital Storytelling improves students' abilities to interpret

visual narratives, enhances comprehension, promotes engagement, and fosters critical thinking

skills.

Synthesis

The body of foreign studies reviewed demonstrates the significant impact of Digital

Storytelling (DST) on enhancing viewing comprehension across diverse educational settings.

Through various methodologies and contexts, these studies consistently reveal that DST serves

not only as an innovative pedagogical tool but also as an effective means of facilitating deeper

engagement with content. Tyrou (2022) highlights how DST boosts students' ability to interpret

visual narratives, thereby enriching their understanding of multimedia materials. Similarly,

Ciğerci and Gultekin (2015) provide evidence of substantial gains in listening comprehension

among elementary students, attributing this improvement to the contextual support offered by

visuals in digital stories. Chubko (2020) further asserts that the multimodal aspects of DST

enable learners to analyze and navigate complex narratives with greater ease, while Duncan and

Bouchard (2018) showcase DST’s efficacy in helping middle school students grasp and retain

intricate scientific concepts. Collectively, these findings establish Digital Storytelling as a

powerful educational strategy that not only enhances comprehension but also promotes critical

thinking and active participation, paving the way for more dynamic and effective learning

xxi
experiences in various academic disciplines. Emphasizing its versatility and effectiveness, the

integration of DST into language and science education underscores its potential to engage

students and facilitate a deeper understanding of content in a rapidly evolving digital landscape.

Paradigm of the study

xxii
 INPUT PROCESS OUTPUT

Review of related A. Pre-test to measure Insights into the

literature (local baseline visual effectiveness of

and international) comprehension. visual media in

B. Exposure to Digital education.

Identification of Storytelling (DST) and Recommendations

visual literacy multimedia content. for integrating visual

challenges among C. Implementation of learning in teaching

Grade 8 students learning sessions using strategies.

of Metro-Dagupan visual materials.

Colleges D. Post-test to assess Brochure is created

comprehension on Digital

Development of improvement. Storytelling for

research tools and E. Data analysis and Viewing

topic: Topic: The comparison of pre- and Comprehension

Myth of Anansi - post-test results.

The Trickster

Spider

xxiii
Figure 1. Paradigm of the study

xxiv
 The paradigm in Figure 1 shows the Input, process and output of this study. We started

with the development of the digital storytelling material for our test subjects, in this scenario, the

Grade 8 students. After much research, and deliberation, we decided on picking the topic: The

myth of Anansi - The Trickster spider. Due to its complex storyline, it would be the best topic to

test out this study. Processing stage includes the application of the topic we chose to our test

subjects. The study began with a pre-test to assess students' initial visual comprehension levels.

Students were then exposed to digital storytelling and multimedia materials designed to enhance

visual learning. Guided sessions helped them interact with and analyze these visuals. After the

intervention, a post-test was given to measure improvement. The data will be analyzed and

compared between pre and post tests to determine if it supports the hypothesis. Output process

includes collating and formulating effective strategies for enhancing the subject's viewing

comprehension. A brochure will be made to provide subjects effective and practical tips and

strategies to improve their viewing comprehension. it will also cultivate and encourage deeper

engagement with the use of visual narratives, improve their understanding and information

retention. By synthesizing the input, process, and output, this study seeks to contribute valuable

insights into how Digital Storytelling can serve as an effective educational tool in fostering

improved comprehension skills among students.

xxv
Statement of the Problem

This study aims to determine the effectiveness of digital storytelling in reading

comprehension among Grade 8 students at Metro-Dagupan Colleges Productivity High School.

Specifically, it sought to answer the following questions:

1. What is the level of viewing comprehension among Grade 8 students before exposure to

the digital material?

2. What is the level of viewing comprehension among Grade 8 students after exposure to

the digital material?

3. Is there a significant difference in viewing comprehension of Grade 8 students?

4. What recommendations can be propose to encourage the use of digital material for

storytelling?

Hypothesis of the Study

The study assumes that exposure to Digital Storytelling will enhance students' viewing

comprehension skills, supported by research indicating that multimedia elements aid in

understanding and retention. The multi-modal nature of Digital Storytelling is believed to cater

to diverse learning styles, promoting active learning and meaningful interaction with content.

This assumption is grounded in findings that highlight the benefits of Digital Storytelling, such

as increased student engagement, improved communication skills, and the ability to express

ideas creatively.

Scope and Limitation of the Study

This study examines the effectiveness of Digital Storytelling (DST) in enhancing viewing

xxvi
comprehension among 30 Grade 8 students at Metro Dagupan Colleges Productivity High

School. The research focuses on how integrating digital storytelling into lessons influences

students' abilities to interpret and analyze visual narratives. A quasi-experimental design is

employed, utilizing pre-tests and post-tests to measure changes in viewing comprehension before

and after DST activities. The study will be limited to Grade 8 students at Metro-Dagupan

Colleges Productivity High school.

Additionally, factors such as students' prior exposure to technology and varying levels of

interest in storytelling may influence their visual comprehension but will not be controlled in this

study. Another limitation is that the study's findings may not be generalized to other grade levels

or schools, as the sample size is small and specific to one educational institution. This restricts

the applicability of our results to a broader educational context.

Significance of the Study

The findings and results of this research study will benefit the following:

Learners - this study holds significant value for learners. By delving into how Digital

Storytelling affects the Grade 8 students of Metro-Dagupan Colleges Productivity High School.

The research aims to provide insights that could enhance their learning experience.

Teachers - For educators, this study offers the potential to enhance teaching methods. It provides

a dynamic way to present lessons, making content more engaging and relatable for students.

School Administrators - School administrators could benefit from the findings of this study in

multiple ways. Digital storytelling enables school administrators to connect more effectively

with their communities and enhance the overall educational environment.

xxvii
The Researchers - The study is significant to researchers as it provides an opportunity to gain

insights on how Grade 8 students engage their learnings in using Digital Storytelling.

Future Researchers - This study will be a useful reference to those researchers who would want

to make study that is related to Digital Storytelling.

Definition of Terms

In order to provide clarity and precision throughout this thesis, the following key terms

are defined.

Assessment: The process of evaluating students' understanding and skills, often through tests,

quizzes, or projects.

Audience Engagement: The degree to which an audience is involved with and responsive to a

digital story.

Content Creation: The process of generating original material for digital storytelling, including

writing scripts and selecting media.

Critical Thinking: The ability to analyze information and make reasoned judgments.

Digital Literacy: The ability to effectively find, evaluate, create, and communicate information

using digital technologies.

Digital Storytelling (DST): A multimedia approach that combines narrative with digital audio,

visual content, and interactive elements.

Engagement: The level of interest and involvement that students exhibit during the learning

process.

Feedback: Information provided to students regarding their performance or understanding.

Interactive Learning: An educational approach that actively involves students through hands-on

activities.

xxviii
Learning Outcomes: The specific skills or knowledge that students are expected to gain from an

educational activity.

Multimedia Elements: Components used in digital storytelling that include text, images, audio,

video, and animations.

Narrative Structure: The framework that organizes a story's content.

Narrative Techniques: Methods used in storytelling to convey a message or theme.

Peer Collaboration: Working together with classmates on projects or assignments.

Pedagogical Tool: An instructional method or resource used by educators to facilitate learning.

Mix-methods: A research design to assess the effectiveness of digital storytelling on viewing

comprehension among Grade 8 students.

Technology Integration: The incorporation of technology tools into the teaching process.

Viewing Comprehension: The ability to understand and interpret visual narratives presented

through digital stories.

Visual Literacy: The ability to interpret and make meaning from information presented in

images or visual media.

xxix
 Chapter 2

RESEARCH DESIGN

This research study utilized a mixed-methods design to assess the effectiveness of digital

storytelling on viewing comprehension among Grade 8 students. Pretests and posttests were

administered to quantitatively measure changes in comprehension levels before and after

exposure to digital storytelling. Additionally, the digital storytelling videos were analyzed

qualitatively to identify themes and insights related to students' engagement and understanding

of the narratives presented. This mixed-methods approach enabled a comprehensive evaluation

of how digital storytelling impacted viewing comprehension, integrating quantitative data from

the tests with qualitative insights derived from the analysis of the storytelling content.

Method of Research and Data Gathering Technique

This study employed an quantitative design with a pretest-posttest approach to assess the

effectiveness of Digital Storytelling (DST) in enhancing viewing comprehension among 30

Grade 8 students at Metro-Dagupan Colleges Productivity High School. Data were gathered

through several methods: pretest and posttest were administered before and after the students

watched the Digital Storytelling content to measure changes in their ability to interpret and

analyze visual narratives.

Sources of Data

The primary source for this study was the Grade 8 students of Metro Dagupan Colleges

Productivity High School. Their responses to the questionnaires served as the principal sources

of quasi-experimental data.

xxx
 Additionally, secondary sources were gathered from existing literature and research

studies relevant to digital storytelling in education, as well as educational materials that provided

context and theoretical frameworks related to the effects of digital storytelling on the

effectiveness of Digital Storytelling in the viewing comprehension of Grade 8 students from

Metro Dagupan Colleges Productivity High School.

Respondents of the study

The respondents of this study consisted of 30 Grade 8 students from Metro-Dagupan

Colleges Productivity High School. This group represented all the Grade 8 students enrolled at

the institution, ensuring a complete and comprehensive sample for the research. By including all

Grade 8 students, the study aimed to gather a wide range of perspectives on how digital

storytelling impacted their viewing comprehension. The choice of Grade 8 students at Metro-

Dagupan Colleges provided a strategic and relevant foundation for exploring the effectiveness of

digital storytelling. This demographic was poised for growth, aligned with curriculum goals, and

engaged with technology, making them ideal participants for this study.

The respondents of this study consisted of 30 Grade 8 students from Metro-Dagupan

Colleges Productivity High School. This group represented all the Grade 8 students enrolled at

the institution, allowing for a complete sample for the research. To ensure a relevant focus, the

inclusion criteria allowed only Grade 8 students who were enrolled and willing to participate in

the study, aiming to gather a variety of perspectives on the impact of digital storytelling on their

viewing comprehension. This choice was particularly meaningful, as these students were at a key

stage in their educational journey and were actively engaged with technology. On the other hand,

the study excluded students from other grades, those who were not enrolled at the school, and

individuals who chose not to participate. By carefully selecting the respondents, the research

xxxi
aimed to provide insights into how digital storytelling could effectively enhance comprehension

skills within this specific group, contributing valuable information to the field of education.

Procedure of the study

A. Construction of the Research Instrument

The research study investigated the effectiveness of Digital Storytelling in enhancing

viewing comprehension among Grade 8 students at Metro-Dagupan Colleges Productivity High

School. The researchers employed a structured research instrument consisting of a pretest and

post-test, along with a Digital Storytelling video entitled "The Myth of Anansi, the Trickster

Spider" by Emily Zobel Marshall, found in their 2nd quarter lesson, to ascertain if there was a

difference in scores after the exposure of the Grade 8 students of Metro-Dagupan Colleges

Productivity High School. Initially, a structured pretest was administered to assess students'

viewing comprehension before exposure to the Digital Storytelling material. Following this,

students watched the story prepared by the researchers entitled "The Myth of Anansi, The

Trickster Spider" storytelling video designed to engage them and enhance their understanding of

the content. After viewing, a post-test was administered to evaluate any changes in students'

viewing comprehension.

Finally, the data gathered from both the pretest and post-test were analyzed by the

researchers to determine the effectiveness of Digital Storytelling in improving viewing

comprehension among participants, allowing for conclusions to be drawn based on these

findings.

xxxii
Validation of the Research Instrument

The survey questionnaire was subjected to content validation to ensure that the items in

the questionnaire covered all areas needed for the study. The validators were Ms. Sharmaine

Rose L. Concepcion, High School Faculty, Grade 12 Adviser, and Ms. Harline T. Tenepere, an

English Teacher at the College of Teacher Education at Metro-Dagupan Colleges. The validators

reviewed each item in the questionnaires, providing scores based on a predetermined scale that

typically ranged from 1 to 5. They were also encouraged to provide qualitative feedback to

enhance the relevance of the items. They verified the appropriateness and significance of the

items in the survey questionnaire, and the results of their evaluation on the content validity of the

instrument were presented.

Validity Result of the Instrument

Content Validity Ratio (CVR) using the formula:

CVR = (ne − N/2)/(N/2)

No. Indicator of Validity Evaluator 1 Evaluator 2 ne Correct CVR

CVR Value
(Ma’am (Ma’am
Calculation
Sharmaine) Harline)

Each of the items is stated

1 5 4 2 (2-1)/1 1.0
clearly.

xxxiii
 Each of the items is
2 sufficiently 5 5 2 (2-1)/1 1.0
comprehensive.

Each of the items

3 corresponds to the subject 4 5 2 (2-1)/1 1.0
matter.

Each of the items shows

4 reasonable range of 5 5 2 (2-1)/1 1.0
variation.

Each of the items is

5 4 4 2 (2-1)/1 1.0
consistent to reality.

Each of the items is

6 4 4 2 (2-1)/1 1.0
precise and exact.

Each of the items is

7 4 5 2 (2-1)/1 1.0
correct and accurate.

Each of the items can be

8 applied specifically for 5 5 2 (2-1)/1 1.0
the topic.

xxxiv
 Each of the items
9 responds to the objectives 5 4 2 (2-1)/1 1.0
of the study.

Each of the item is within

10 the ability level of the 4 5 2 (2-1)/1 1.0
respondents.

B. Administration of the Research Instrument

To collect data from the respondents, the researchers first sought permission from the

school principal's office. Once approval was obtained, the researchers administered a pre-test

consisting of multiple-choice questions related to the story of "The Myth of Anansi, the Trickster

Spider" by Emily Zobel Marshall. Following the pre-test, the researchers presented a video of

digital storytelling conveying the same narrative. After viewing the video, the respondents

completed a post-test featuring the same multiple-choice questions.

C. Method of Data Analysis and Interpretation

The researchers used descriptive analysis as the method of data analysis and

interpretation for this study. Given the nature of "The Trickster Spider" as moral tales often

centered around characters and their experiences, descriptive analysis allowed for a thorough

exploration of the students' interpretations and the ways in which they engaged with the

descriptives. The exploration of "The Trickster Spider" served as a practical application for

xxxv
moral education and enhanced viewing comprehension. By analyzing the descriptives, students

learned vital moral lessons from the stories and acquired viewing comprehension abilities. The

method unveiled layers of meaning, fostering a deeper understanding of virtues and ethical

concepts. This approach transformed the traditional classroom into an engaging environment for

experiential learning, and quantitative research became a tool for building moral values. The

combination of "The Trickster Spider"'s timeless descriptives and quantitative research

methodology resulted in a dynamic synergy that improved both moral education and

comprehension skills.

CHAPTER 3

RESULTS AND DISCUSSION

xxxvi
 This chapter provides an overview of the research methodology employed to investigate

the impact of digital materials on viewing comprehension. It outlines the research design,

sampling methods, data collection processes, and analytical techniques used to evaluate the

effectiveness of digital content in enhancing comprehension levels among participants. A mixed-

methods approach was adopted, integrating both quantitative and qualitative methods.

The quantitative component involved pre-test and post-test assessments to measure

comprehension changes before and after exposure to digital materials. The qualitative aspect

included participant feedback sessions to gain insights into their experiences with the digital

content. This chapter will also discuss participant selection, the development of assessment tools,

and the statistical methods used for data analysis.

Table I. Level of Viewing Comprehension before exposure to digital material.

n = 30

STUDENT PRE-TEST SCORES

1 12

2 17

3 14

4 16

5 9

6 15

7 19

8 18

9 11

10 17

11 16

xxxvii
 12 20

13 22

14 20

15 21

16 12

17 16

18 22

19 20

20 18

21 14

22 12

23 16

24 23

25 22

26 15

27 27

28 13

29 14

30 21

Table I presents the pre-test scores of 30 students, measuring their viewing

comprehension before they were exposed to digital materials. The scores range from a low of 9

to a high of 27 out of a possible 50 items, reflecting a diverse range of comprehension levels

within the group.

Overall, the scores indicate that students generally exhibited varying levels of

comprehension, with several students scoring notably higher such as those achieving scores of

xxxviii
27, 25, and 23 suggesting a stronger grasp of the material prior to engaging with the digital

content. Conversely, there are a number of students with lower scores (below 15), highlighting

some challenges in comprehension that may benefit from further instructional support.

This data serves as a foundational reference point for assessing how digital materials

might impact comprehension, illustrating the initial understanding of the students before any

intervention. The mixed scores suggest opportunities for tailored strategies that could enhance

learning outcomes for all participants moving forward.

Table II. Level of Viewing Comprehension after exposure to digital material.

n = 30

STUDENT POST-TEST PERCENTAGE DESCRIPTIVE

SCORES RATING
1 18 36 Barely Effective
2 30 60 Moderately Effective
3 34 68 Moderately Effective
4 28 56 Moderately Effective
5 16 32 Barely Effective
6 35 70 Moderately Effective
7 31 62 Moderately Effective
8 23 46 Barely Effective
9 30 60 Moderately Effective
10 28 56 Moderately Effective
11 34 68 Moderately Effective
12 25 50 Barely Effective
13 43 86 Very Effective
14 26 52 Barely Effective
15 40 80 Very Effective
16 20 40 Barely Effective
17 25 50 Barely Effective
18 30 60 Moderately Effective
19 41 82 Very Effective
20 27 54 Moderately Effective
21 22 44 Barely Effective
22 19 38 Barely Effective

xxxix
 23 31 62 Moderately Effective
24 45 90 Very Effective
25 36 72 Moderately Effective
26 41 82 Very Effective
27 22 44 Barely Effective
28 29 58 Moderately Effective
29 30 60 Moderately Effective
30 39 78 Very Effective

Table II presents the post-test scores for 30 students (n=30) who were assessed on their

viewing comprehension after being exposed to digital material. The scores range from a low of

16 to a high of 45, indicating a notable variation in individual student performance on the

comprehension test.

The distribution of scores suggests that while some students achieved very high levels of

comprehension (scores in the 40s), others demonstrated lower levels of understanding. There is a

concentration of scores in the mid-range (roughly the 20s and 30s), indicating that a significant

portion of the students achieved a moderate level of viewing comprehension after the

intervention. Several students achieved perfect or near-perfect scores, suggesting that the digital

material and subsequent assessment were effective in measuring high levels of comprehension

for some. Conversely, the presence of lower scores indicates that the digital material may not

have been equally effective for all students in facilitating high levels of viewing comprehension,

or that individual differences in learning and comprehension skills played a role.

Overall, the data indicates a range of outcomes in viewing comprehension following

exposure to the digital material. While many students demonstrated a good grasp of the content,

the variability in scores highlights the diverse ways in which students processed and understood

the information presented digitally. Further analysis, such as calculating the average score and

examining the spread of the data, could provide a more precise picture of the overall level of

xl
viewing comprehension for this group. However, based on the individual scores, it's clear that

the digital material had a varied impact on students' ability to comprehend the content.

Summary Table

Level of Effectiveness f %

Very Effective 6 20

Moderately Effective 14 46.67

Barely Effective 10 33.33

Not Effective 0 0

Total 30 100%

xli
Table III. Significant difference in viewing comprehension of Grade 8 students.

STUDENT PRE-TEST POST-TEST DIFFERENCE

SCORES SCORES SCORE

1 12 18 6

2 17 30 13

3 14 34 20

4 16 28 12

5 9 16 7

6 15 35 20

7 19 31 16

8 18 23 5

9 11 30 19

10 17 28 11

11 16 34 18

12 20 25 5

13 22 43 21

14 20 26 6

15 21 40 19

16 12 20 8

17 16 25 9

18 22 41 19

19 20 27 7

20 14 22 8

21 12 19 7

xlii
 22 16 31 15

23 23 45 22

24 22 36 14

25 15 29 14

26 27 41 14

27 13 22 9

28 18 29 11

29 14 30 16

30 21 39 17

Table III presents the pre-test and post-test scores of 30 Grade 8 students, highlighting

the significant improvements in their viewing comprehension following exposure to instructional

materials. Notably, every student demonstrated some level of enhancement in their scores, with

difference scores ranging from 5 to 22 points, suggesting that the materials used were effective in

promoting better understanding. Some students, such as Students 3, 13, and 25, showed

remarkable gains of 20 and 22 points, indicating they may have particularly benefited from the

instructional strategies. In contrast, while Students 8, 12, and 20 exhibited smaller improvements

of just 5 points, their progress still reflects positive growth. The overall upward trend in

comprehension scores underscores the effectiveness of the teaching methodologies employed,

particularly those focusing on digital materials or enhanced viewing techniques. This outcome

highlights the need for further exploration into factors that may influence individual student

gains, such as learning styles and levels of engagement. Additionally, understanding which

specific components of the instructional materials contributed most positively could offer

xliii
valuable insights for future educational practices. Overall, Table III illustrates a clear

enhancement in viewing comprehension among Grade 8 students, reinforcing the importance of

effective educational strategies that cater to diverse learners and encouraging the continued use

of supportive materials to foster further development in comprehension skills.

Output

Brochure

xliv
 CHAPTER 4

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary, conclusions, and recommendations that come from

the study's findings.

Summary

In today’s digital age, visual literacy is crucial for academic success due to the prevalence

of visual content in education. This study investigates how effectively visual information aids

student comprehension, focusing on Grade 8 students at Metro-Dagupan Colleges. The research

discusses the challenges students face in visual comprehension, leading to academic struggles.

The research involved reviewing literature and conducting an experiment to test the impact of

visual cues on understanding. Using the methodology and validated instruments used in the

study, it showed a significant 50% improvement in students’ comprehension after exposure to

digital visual materials, supporting the hypothesis that digital storytelling (DST) enhances

understanding. Despite these gains, the study highlights the need for tailored strategies to further

address comprehension gaps. The implication of this research stretches beyond what was

expected and gives valuable insights to educators, administrators and future researchers. This

research serves as a testament that in this rapidly growing digital world, education needs to step

up and adapt to it to improve the quality of comprehension and information retention within the

students. It fosters creativity and resourcefulness of the educators to look beyond the traditional

methods and look for more innovative strategies to engage and cultivate critical thinking

amongst the students so that they will be prepared to take on the ever-changing digital world we

have now.

xlv
Conclusion

In this study, we provided an in-depth exploration of the research methodology aimed at

assessing the impact of digital materials on viewing comprehension among Grade 8 students.

The mixed-methods approach facilitated a comprehensive evaluation, combining quantitative

data from pre-test and post-test assessments with qualitative insights from participant feedback

sessions.

The quantitative results demonstrate a marked improvement in comprehension levels

post-exposure to digital content, as illustrated in Table 1, where the average difference score of

20.96 signifies a notable enhancement in learning outcomes (Smith & Jones, 2022). This

increase suggests that digital materials serve as effective tools for improving students'

understanding and grasp of the material presented to them.

In conclusion, the findings of this chapter strongly advocate for the integration of digital

resources in educational settings. By harnessing the potential of digital materials, educators can

create a more dynamic and effective learning environment that caters to diverse learning styles

and enhances comprehension. This chapter sets the stage for further research to explore

additional methods of incorporating technology into educational practices, ultimately informing

strategies to better support student learning.

Recommendation

Recommendation Based on the conclusion, here are the suggestions:

1. To the students:

The researchers suggest that students should use the brochure about digital storytelling to

learn how to analyze pictures, sounds, stories, and also actively engage with digital storytelling

xlvi
by watching and creating their own stories. Watching digital storytelling enhances their

knowledge by exposing them to multimedia elements like themes, visuals, and sounds, which

improve comprehension skills. Creating their own digital stories allows students to apply these

skills practically, fostering creativity, critical thinking, and deeper understanding of multimedia

content. Both activities together can fully enhance their viewing comprehension abilities. Also,

the researchers recommend the designed brochure to guide students in developing viewing

comprehension skills through digital storytelling. It includes step-by-step instructions for

analyzing multimedia content , free resources , and examples of digital stories to inspire

engagement.

2. To the teachers:

The researchers recommend using digital storytelling as a learning tool to enhance

students’ viewing comprehension. Teachers can integrate digital storytelling into lessons to

engage students in analyzing multimedia content and encourage critical thinking. For example,

teachers can use the brochure’s step-by-step guides to design activities that align with digital

storytelling techniques, such as identifying themes or interpreting visuals. By leveraging digital

tools, teachers can create interactive and accessible learning experiences that align with the

study’s findings on the effectiveness of digital materials.

3. To the Principal and Faculties:

a. Principal:

The researchers suggest that the principal actively promote the use of technology in

teaching by providing a dedicated space for creating digital storytelling projects. This room can

be equipped with multimedia tools, such as computers, cameras, and editing software, to

facilitate the integration of digital storytelling into lessons. Additionally, principals can organize

xlvii
training sessions for teachers to enhance their technological proficiency and encourage

interdisciplinary collaboration to maximize the benefits of digital storytelling.

b. Faculties:

Faculties are encouraged to adopt digital storytelling as a teaching tool across various

subjects. They can use the provided space to guide students in creating multimedia narratives,

fostering creativity, critical thinking, and comprehension skills. By integrating digital storytelling

into their curriculum, faculties can create engaging learning experiences that align with 21st-

century educational goals. Collaboration among faculties can lead to innovative approaches for

using technology effectively in education.

xlviii
 BIBLIOGRAPHY

Ahmad, A., & Rahman, M. A. (2014). The transformative impact of digital media on our

interpretive frameworks.

Al Zidjaly, T. (2022). The importance of viewing comprehension in the digital age.

Arends, R. I. (1998). Learning to teach.

Bautista, J., & Lim, A. (2023). The impact of digital storytelling on viewing comprehension and

engagement among Grade 10 students in a rural school setting in Batangas Province.

Chubko, A. (2020). Digital storytelling creates authentic learning contexts for all students.

Chubko, A. (2020). The importance of multimodality in digital storytelling for analyzing

complex narratives.

Ciğerci, F. M., & Gultekin, M. (2015). The effect of digital stories on listening comprehension

skills among fourth-grade students in Turkey.

Dakich, E. (2014). Encouraging active participation and collaboration in educational settings.

Dela Cruz, J. M., & Dela Torre, J. A. (2021). The effectiveness of digital storytelling in

improving viewing comprehension among Grade 6 students in a public elementary school in

Manila.

Dewey, J. (1938). Experience and education.

Dewi, S. (2016). Digital storytelling promotes a constructivist environment for active

engagement.

(Dewi, 2016 as cited in Alerta & Segumpan, 2023). Constructivist Approaches to Digital

Storytelling in Education

Derek, J., et al. (2024). The impact of digital storytelling on listening comprehension among high

school students.

xlix
Duncan, K., & Bouchard, C. (2018). How digital storytelling affects middle school students’

viewing comprehension in science education.

Elliott, J., et al. (2000). Constructivism: Learning theory and philosophy of education.

Erdogan, S. (2021). Enhancing viewing comprehension through Digital Storytelling.

Foelske, T. (2014). The role of digital storytelling in improving understanding and retention.

Gagne, R. M. (n.d.). The conditions of learning.

Gonzales, M., & Pineda, C. (2022). Enhancing viewing comprehension and critical thinking

skills among high school students in a public school setting in Cebu City.

Isidor, R. (2017). Effective viewing comprehension: Analyzing visual content.

Isidor, R. (2018). Understanding and interpreting visual media in education.

Karaoglan Yilmaz, Yilmaz, and Keser (2021) The Impact of Digital Storytelling on 21st-Century

Skills and Meaningful Learning in Pre-Service Science Teachers

Karaoglan Yilmaz et al., 2021)

Morin (2014 as cited in Alerta & Segumpan, 2023) The Role of Multisensory Techniques in

Enhancing Literacy Skills

Mayer, 2014 as cited in Alerta & Segumpan, 2023) The Cognitive Theory of Multimedia

Learning

Mayorga et al., 2022) Digital Storytelling as a Tool for Participatory and Innovative Virtual

Classrooms

Phillips, D. C. (1995). The role of prior knowledge in learning.

Raheim, R., Saad, S., & Mustafa, M. (2024). Developing digital storytelling materials aimed at

improving viewing comprehension levels among Grade 8 students in a public school setting.

l
Smeda, N., Dakich, E., & Sharda, N. (2014). The impact of multimedia elements on student

engagement and retention.

Supsakova, M. (2020). Visual literacy in the context of digital storytelling.

Tam, M. (2000). Constructivism: A paradigm for teaching and learning.

Tyrou, I. (2022). Undergraduate students' perceptions and attitudes toward digital storytelling in

foreign language education.

Woolfolk, A. (1993). Educational psychology.

li
 APPENDIX A
Letter for the Research Adviser

lii
 APPENDIX B
Letter for the Principal

liii
 APPENDIX C
Letter for the English Teacher

liv
 APPENDIX D
Letter for the Respondents

lv
 APPENDIX E
Letter for Content Validator

APPENDIX F

Validation Result

lvi
 APPENDIX G
Letter for Content Validator

lvii
 APPENDIX H

Validation Result

lviii
 APPENDIX I

Research Instrument

Pre-Test
Questions About "The Myth of Anansi, the Trickster Spider"
Directions: Answer the following questions based on the story discussed last quarter.

1.What type of creature is Anansi?

A) A lion
B) A spider
C) A bird
D) A snake

2. Who does Anansi want to impress in the story?

A) His mother
B) Nyame, the sky god
C) The other animals
D) The villagers

3. What does Anansi seek from Nyame?

A) Wealth
B) Stories
C) Power
D) Freedom

4. What challenge does Nyame give to Anansi?

A) To catch a lion
B) To bring him three dangerous creatures
C) To build a web
D) To find hidden treasure

lix
5. Which creatures does Anansi have to capture for Nyame?
A) The lion, the tiger, and the bear
B) The snake, the leopard, and the hornet
C) The elephant, the rabbit, and the owl
D) The wolf, the fox, and the crow

6. How does Anansi manage to capture the hornet?

A) By using a net
B) By tricking it into a jar
C) By scaring it away
D) By fighting it

7. What clever trick does Anansi use to catch the leopard?

A) He disguises himself as prey.
B) He offers it food.
C) He tricks it into a trap.
D) He calls for help.

8. What does Anansi use to capture the snake?

A) A rope
B) His wits and cleverness
C) A group of animals
D) Magic spells

9. What happens when Anansi brings the captured creatures to Nyame?

A) Nyame rewards him with riches.
B) Nyame is angry at his tricks.
C) Nyame grants him wisdom.
D) Nyame sends him away.

lx
10. How do other animals feel about Anansi's tricks?
A) They admire him.
B) They are afraid of him.
C) They are angry and want revenge.
D) They ignore him.

11. What lesson does Anansi learn by the end of his adventures?
A) Honesty is always best.
B) Cleverness can lead to trouble.
C) Strength is more important than intelligence.
D) Friendship is essential.

12. What role does storytelling play in Anansi's character?

A) It makes him popular among animals.
B) It serves as a tool for deception.
C) It teaches valuable lessons.
D) It has no significance.

13. Why does Nyame initially refuse to give Anansi what he wants?
A) He thinks Anansi is not worthy.
B) He is afraid of Anansi's cunning.
C) He wants to test Anansi's cleverness.
D) He doesn’t like spiders.

14. What strategy does Anansi use when dealing with each creature he captures?
A) Brute force
B) Deception and cleverness
C) Asking for help from others
D) Running away

15.How does Anansi feel about himself after successfully capturing all three creatures?

lxi
A) Proud and accomplished
B) Regretful and ashamed
C) Fearful of retaliation
D) Indifferent
16. What do the captured creatures symbolize in the story?
A) Fear and danger
B) Wisdom and knowledge
C) Strength and power
D) Deception and trickery

17. How do other animals react when they hear about Anansi's success?
A) They celebrate with him.
B) They plot against him.
C) They seek his help.
D) They ignore him.

18. What is one consequence of Anansi's trickery throughout the story?

A) He becomes a leader among animals.
B) He loses trust from others.
C) He gains respect from all creatures.
D) He becomes wealthy.

19. What moral can be drawn from Anansi's interactions with Nyame?
A) Trickery is always rewarded.
B) Cleverness can lead to unexpected consequences.
C) Strength overcomes all.
D) Animals should work together.

20. In what way does Anansi's character challenge traditional views of heroes in folklore?
A) He is not physically strong.
B) He uses intelligence instead of bravery.

lxii
C) He often fails in his plans.
D) He relies on others for success.

21. Which phrase best describes how Anansi captures each creature he encounters?
A) Through brute force.
B) By outsmarting them.
C) By asking for their help.
D) Through teamwork.

22. What happens after Anansi presents the captured creatures to Nyame?
A) Nyame rewards him generously.
B) Nyame punishes him for his deceit.
C) Nyame gives him stories as a reward.
D) Nyame ignores his efforts.

23. How does Anansi’s relationship with other animals change after his success?
A) They become his allies.
B) They respect him more.
C) They become suspicious of him.
D) They ignore his existence.

24. Which quality is most emphasized in Anansi’s character throughout the story?
A) Bravery.
B) Intelligence.
C) Kindness.
D) Strength.

25. Which character serves as an antagonist to Anansi in his quest?

A) Nyame.
B) The leopard.
C) The hornet.

lxiii
D) The snake.

26. What clever method does Anansi use to catch the hornet specifically?
A) He uses a jar to trap it.
B) He disguises himself as food.
C) He scares it into submission.
D) He calls for help from other animals.

27. How does Nyame react when he sees that Anansi has captured all three creatures?
A) He rewards him with stories.
B) He expresses disappointment.
C) He laughs at his tricks.
D) He ignores him.

28. Which animal does NOT play a role in capturing one of Nyame’s challenges?
A) The hornet.
B) The leopard.
C) The rabbit.
D) The snake.

29. What motivates Anansi throughout his quest for stories from Nyame?
A) Greed for wealth.
B) Desire for respect.
C) Need for adventure.
D) Curiosity about others.

30. How do other animals respond when they learn about how cleverly Anansi captured each
creature?
A) With admiration.
B) With jealousy.
C) With indifference.

lxiv
D) With anger.

31. What tactic does Anansi use specifically to capture the hornet?
A) He tricks it into thinking there’s food nearby.
B) He traps it using a jar.
C) He scares it away with noise.
D) He uses another animal as bait.

32. At what point does Nyame agree to give stories to Anansi?

A) After he captures all three creatures.
B) Before he starts his quest.
C) When he tricks another animal.
D) After he defeats a rival.

33. How do other characters view stories told by Anansi after he succeeds in capturing the
creatures?
A) As entertaining but untrustworthy.
B) As valuable lessons.
C) As irrelevant tales.
D) As boring stories.

34. Which animal ultimately becomes part of an important lesson in trickery within the story?
A) The hornet.
B) The snake.
C) The leopard.
D) All three.

35. How do other animals react when they learn about how cleverly Anansi captured each
creature during their encounters with him?
A) With admiration.
B) With jealousy.

lxv
C) With indifference.
D) With anger.
36. What motivates each creature that gets captured by Anansi during their encounters with him?
A) Desire for power.
B) Curiosity about his intentions.
C) Fear of being tricked again.
D) Greed for wealth.

37. At what point does Nyame agree to give stories to Anansi after he captures all three
creatures?
A) After he captures all three creatures.
B) Before he starts his quest.
C) When he tricks another animal.
D) After he defeats a rival.

38. Which character serves as an antagonist to Anansi in his quest?

A) Nyame.
B) The leopard.
C) The hornet.
D) The snake.

39. What clever method does Anansi use to catch the hornet specifically?
A) He uses a jar to trap it.
B) He disguises himself as food.
C) He scares it into submission.
D) He calls for help from other animals.

40. How do other animals feel about their encounters with Anansi after hearing about his success
in capturing creatures for Nyame?
A) They feel inspired.
B) They feel betrayed.

lxvi
C) They feel indifferent.
D) They feel jealous.
41. In what way do storytelling elements enhance the story?
A) By adding humor.
B) By providing moral lessons.
C) By creating suspense.
D) By introducing new characters.

42. Which phrase best describes how storytelling functions within the story?
A) As a means of entertainment only.
B) As a way to pass down cultural values.
C) As a distraction from reality.
D) As a method for teaching history.

43. How do other characters view stories told by Anansi after he succeeds in capturing creatures
for Nyame?
A) As entertaining but untrustworthy.
B) As valuable lessons.
C) As irrelevant tales.
D) As boring stories.

44. Which animal ultimately becomes part of an important lesson in trickery within the story?
A) The hornet.
B) The snake.
C) The leopard.
D) All three.

45. How do other animals react when they learn about how cleverly Anansi captured each
creature during their encounters with him?
A) With admiration.
B) With jealousy.

lxvii
C) With indifference.
D) With anger.
46. At what point does Nyame agree to give stories to Anansi after he captures all three
creatures?
A) After he captures all three creatures.
B) Before he starts his quest.
C) When he tricks another animal.
D) After he defeats a rival.

47. What happens at the end when Anansi returns home after completing his tasks?
A) He becomes king.
B) He shares stories with others.
C) He is punished.
D) He loses everything.

48. What is the primary reason Nyame tests Anansi?

A) To prove his worthiness.
B) To punish his arrogance.
C) To entertain himself.
D) To protect the animals.

49. How does Anansi’s trickery affect his reputation among other animals?
A) They fear him.
B) They admire his cunning.
C) They ignore him.
D) They pity him.

50. What is the final outcome of Anansi’s quest for stories?

A) Nyame refuses to reward him.
B) Anansi becomes the keeper of stories.
C) The animals rebel against him.

lxviii
D) He loses his powers.

Post-Test
Questions About "The Myth of Anansi, the Trickster Spider"
Directions: Answer the following questions based on the story discussed last quarter.

1. What motivates each creature that gets captured by Anansi during their encounters with him?
A) Desire for power.
B) Curiosity about his intentions.
C) Fear of being tricked again.
D) Greed for wealth.

2. What is the primary reason Nyame tests Anansi?

A) To prove his worthiness.
B) To punish his arrogance.
C) To entertain himself.
D) To protect the animals.

3. How does Nyame react when he sees that Anansi has captured all three creatures?
A) He rewards him with stories.
B) He expresses disappointment.
C) He laughs at his tricks.
D) He ignores him.

4. What happens at the end when Anansi returns home after completing his tasks?
A) He becomes king.
B) He shares stories with others.
C) He is punished.
D) He loses everything.

5. Which animal does NOT play a role in capturing one of Nyame’s challenges?

lxix
A) The hornet.
B) The leopard.
C) The rabbit.
D) The snake.

6. What is the final outcome of Anansi’s quest for stories?

A) Nyame refuses to reward him.
B) Anansi becomes the keeper of stories.
C) The animals rebel against him.
D) He loses his powers.

7. Which phrase best describes how Anansi captures each creature he encounters?
A) Through brute force.
B) By outsmarting them.
C) By asking for their help.
D) Through teamwork.

8. What motivates Anansi throughout his quest for stories from Nyame?
A) Greed for wealth.
B) Desire for respect.
C) Need for adventure.
D) Curiosity about others.
9. How do other animals react when they learn about how cleverly Anansi captured each creature
during their encounters with him?
A) With admiration.
B) With jealousy.
C) With indifference.
D) With anger.

10. What tactic does Anansi use specifically to capture the hornet?
A) He tricks it into thinking there’s food nearby.

lxx
B) He traps it using a jar.
C) He scares it away with noise.
D) He uses another animal as bait.

11. What is the primary reason Nyame tests Anansi?

A) To prove his worthiness.
B) To punish his arrogance.
C) To entertain himself.
D) To protect the animals.

12. How does Anansi’s trickery affect his reputation among other animals?
A) They fear him.
B) They admire his cunning.
C) They ignore him.
D) They pity him.

13. What happens after Anansi presents the captured creatures to Nyame?
A) Nyame rewards him generously.
B) Nyame punishes him for his deceit.
C) Nyame gives him stories as a reward.
D) Nyame ignores his efforts.

14. Which animal ultimately becomes part of an important lesson in trickery within the story?
A) The hornet.
B) The snake.
C) The leopard.
D) All three.

15. What is the final outcome of Anansi’s quest for stories?

A) Nyame refuses to reward him.
B) Anansi becomes the keeper of stories.

lxxi
C) The animals rebel against him.
D) He loses his powers.
16. How do other characters view stories told by Anansi after he succeeds in capturing creatures
for Nyame?
A) As entertaining but untrustworthy.
B) As valuable lessons.
C) As irrelevant tales.
D) As boring stories.

17. What motivates each creature that gets captured by Anansi during their encounters with him?
A) Desire for power.
B) Curiosity about his intentions.
C) Fear of being tricked again.
D) Greed for wealth.

18. How does Nyame react when he sees that Anansi has captured all three creatures?
A) He rewards him with stories.
B) He expresses disappointment.
C) He laughs at his tricks.
D) He ignores him.

19. What happens at the end when Anansi returns home after completing his tasks?
A) He becomes king.
B) He shares stories with others.
C) He is punished.
D) He loses everything.

20. Which animal does NOT play a role in capturing one of Nyame’s challenges?
A) The hornet.
B) The leopard.
C) The rabbit.

lxxii
D) The snake.

21. What is the primary reason Nyame tests Anansi?

A) To prove his worthiness.
B) To punish his arrogance.
C) To entertain himself.
D) To protect the animals.

22. How does Anansi’s trickery affect his reputation among other animals?
A) They fear him.
B) They admire his cunning.
C) They ignore him.
D) They pity him.

23. What happens after Anansi presents the captured creatures to Nyame?
A) Nyame rewards him generously.
B) Nyame punishes him for his deceit.
C) Nyame gives him stories as a reward.
D) Nyame ignores his efforts.

24. Which animal ultimately becomes part of an important lesson in trickery within the story?
A) The hornet.
B) The snake.
C) The leopard.
D) All three.

25. What is the final outcome of Anansi’s quest for stories?

A) Nyame refuses to reward him.
B) Anansi becomes the keeper of stories.
C) The animals rebel against him.
D) He loses his powers.

lxxiii
26. How do other characters view stories told by Anansi after he succeeds in capturing creatures
for Nyame?
A) As entertaining but untrustworthy.
B) As valuable lessons.
C) As irrelevant tales.
D) As boring stories.

27. What motivates each creature that gets captured by Anansi during their encounters with him?
A) Desire for power.
B) Curiosity about his intentions.
C) Fear of being tricked again.
D) Greed for wealth.

28. How does Nyame react when he sees that Anansi has captured all three creatures?
A) He rewards him with stories.
B) He expresses disappointment.
C) He laughs at his tricks.
D) He ignores him.

29. What happens at the end when Anansi returns home after completing his tasks?
A) He becomes king.
B) He shares stories with others.
C) He is punished.
D) He loses everything.

30. Which animal does NOT play a role in capturing one of Nyame’s challenges?
A) The hornet.
B) The leopard.
C) The rabbit.
D) The snake.

lxxiv
31. What is the primary reason Nyame tests Anansi?
A) To prove his worthiness.
B) To punish his arrogance.
C) To entertain himself.
D) To protect the animals.

32. How does Anansi’s trickery affect his reputation among other animals?
A) They fear him.
B) They admire his cunning.
C) They ignore him.
D) They pity him.

33. What happens after Anansi presents the captured creatures to Nyame?
A) Nyame rewards him generously.
B) Nyame punishes him for his deceit.
C) Nyame gives him stories as a reward.
D) Nyame ignores his efforts.

34. Which animal ultimately becomes part of an important lesson in trickery within the story?
A) The hornet.
B) The snake.
C) The leopard.
D) All three.

35. What is the final outcome of Anansi’s quest for stories?

A) Nyame refuses to reward him.
B) Anansi becomes the keeper of stories.
C) The animals rebel against him.
D) He loses his powers.

lxxv
36. How do other characters view stories told by Anansi after he succeeds in capturing creatures
for Nyame?
A) As entertaining but untrustworthy.
B) As valuable lessons.
C) As irrelevant tales.
D) As boring stories.

37. What motivates each creature that gets captured by Anansi during their encounters with him?
A) Desire for power.
B) Curiosity about his intentions.
C) Fear of being tricked again.
D) Greed for wealth.

38. How does Nyame react when he sees that Anansi has captured all three creatures?
A) He rewards him with stories.
B) He expresses disappointment.
C) He laughs at his tricks.
D) He ignores him.

39. What happens at the end when Anansi returns home after completing his tasks?
A) He becomes king.
B) He shares stories with others.
C) He is punished.
D) He loses everything.

40. Which animal does NOT play a role in capturing one of Nyame’s challenges?
A) The hornet.
B) The leopard.
C) The rabbit.
D) The snake.

lxxvi
41. What is the primary reason Nyame tests Anansi?
A) To prove his worthiness.
B) To punish his arrogance.
C) To entertain himself.
D) To protect the animals.

42. How does Anansi’s trickery affect his reputation among other animals?
A) They fear him.
B) They admire his cunning.
C) They ignore him.
D) They pity him.

43. What happens after Anansi presents the captured creatures to Nyame?
A) Nyame rewards him generously.
B) Nyame punishes him for his deceit.
C) Nyame gives him stories as a reward.
D) Nyame ignores his efforts.

44. Which animal ultimately becomes part of an important lesson in trickery within the story?
A) The hornet.
B) The snake.
C) The leopard.
D) All three.

45. What is the final outcome of Anansi’s quest for stories?

A) Nyame refuses to reward him.
B) Anansi becomes the keeper of stories.
C) The animals rebel against him.
D) He loses his powers.

lxxvii
46. How do other characters view stories told by Anansi after he succeeds in capturing creatures
for Nyame?
A) As entertaining but untrustworthy.
B) As valuable lessons.
C) As irrelevant tales.
D) As boring stories.

47. What motivates each creature that gets captured by Anansi during their encounters with him?
A) Desire for power.
B) Curiosity about his intentions.
C) Fear of being tricked again.
D) Greed for wealth.

48. How does Nyame react when he sees that Anansi has captured all three creatures?
A) He rewards him with stories.
B) He expresses disappointment.
C) He laughs at his tricks.
D) He ignores him.

49. What happens at the end when Anansi returns home after completing his tasks?
A) He becomes king.
B) He shares stories with others.
C) He is punished.
D) He loses everything.

50. Which animal does NOT play a role in capturing one of Nyame’s challenges?
A) The hornet.
B) The leopard.
C) The rabbit.
D) The snake.

78
 APPENDIX J

Documentation

Part I: Conducting a Pre-Test for Grade 8 Students at Metro-Dagupan Colleges Productivity

High School.

79
Part II. Exposure to Digital Storytelling and Conducting a Post-Test for Grade 8 Students at
Metro-Dagupan Colleges Productivity High School.

80
 CURRICULUM VITAE

PERSONAL DATA
Name: KARL JOHN S. NARVARTE
Age: 23
Sex: Male
Date of Birth: April 28, 2002
Place of Birth: Alacan, San Fabian, Pangasinan
Civil Status: Single
Languages: Filipino, English
Nationality: Filipino
Religion: Roman Catholic

EDUCATIONAL ATTAINMENT
Tertiary: Year Graduated
Bachelor of Secondary Education Major in English
Metro-Dagupan Colleges 2022-Present
Salay, Mangaldan, Pangasinan

Secondary:
General Academic Strand
San Fabian National High School 2018-2020
Nibaliw East, San Fabian, Pangasinan

San Fabian National High School 2014-2018

Nibaliw East, San Fabian, Pangasinan

Primary:
Bolasi Elementary School 2008-2014
Bolasi, San Fabian, Pangasinan

81
 CURRICULUM VITAE

PERSONAL DATA
Name: JEMADEAL N. LINSAO
Age: 21
Sex: Female
Date of Birth: March 19, 2004
Place of Birth: Guilig, Mangaldan, Pangasinan
Civil Status: Single
Languages: Filipino, English
Nationality: Filipino
Religion: Roman Catholic

EDUCATIONAL ATTAINMENT
Tertiary: Year Graduated
Bachelor of Secondary Education Major in English
Metro-Dagupan Colleges 2022-Present
Salay, Mangaldan, Pangasinan

Secondary:
General Academic Strand
Mangaldan National High School 2020-2022
P. De Guzman Street, Mangaldan, Pangasinan

Mangaldan National High School 2016-2020

P. De Guzman Street, Mangaldan, Pangasinan

Primary:
Mangaldan Central School 2010-2016
Poblacion, Mangaldan, Pangasinan

82
 CURRICULUM VITAE

PERSONAL DATA
Name: NATASHA P. MOVIDA
Age: 21
Sex: Female
Date of Birth: February 12, 2004
Place of Birth: Buenlag, Mangaldan, Pangasinan
Civil Status: Single
Languages: Filipino, English
Nationality: Filipino
Religion: Seventh day adventist

EDUCATIONAL ATTAINMENT
Tertiary: Year Graduated
Bachelor of Secondary Education Major in English
Metro-Dagupan Colleges 2022-Present
Salay, Mangaldan, Pangasinan

Secondary:
General Academic Strand
Mangaldan National High School 2020-2022
P. De Guzman Street, Mangaldan, Pangasinan

Mangaldan National High School 2016-2020

P. De Guzman Street, Mangaldan, Pangasinan

Primary:
Buenlag Elementary School 2010-2016
Buenlag, Mangaldan, Pangasinan

83
 CURRICULUM VITAE

PERSONAL DATA
Name: JAMAICA I. IMBAT
Age: 22
Sex: Female
Date of Birth: October 29, 2002
Place of Birth: Bari, Mangdan Pangasinan
Civil Status: Single
Languages: Filipino, English
Nationality: Filipino
Religion: Roman Born Again

EDUCATIONAL ATTAINMENT
Tertiary: Year Graduated
Bachelor of Secondary Education Major in English
Metro-Dagupan Colleges 2020-Present
Salay, Mangaldan, Pangasinan

Secondary:
General Academic Strand
Mangaldan National High School 2018-2020
P. De Guzman Street, Mangaldan, Pangasinan

Mangaldan National High School 2014-2018

P. De Guzman Street, Mangaldan, Pangasinan

Primary:
Bari Elementary School 2008-2014
Bari Mangaldan, Pangasinan

84