Interactive Storytelling in Social Situations and the Performance of Grade 12 Students in 21st Century Literature from the Philippines and the World

Abstract

INTRODUCTION

In most English classes, students tend to endure the dilemma of reading lengthy texts and uncovering deeper meanings out of them with the expectation of acing the comprehension questions given to cap off the reading process. This has become a routine that triggers boredom, confusion, and lack of comprehension as they often suffer from a relatively difficult reading experience as dummies of a traditional reading strategy. In this study, we explored the power of a strategy called Interactive Storytelling in Social Situations which promotes active engagement, enjoyment, interaction, higher order thinking skills development and student's performance enhancement.

METHODS

This study utilized a mixed method design to gather essential information among the Sixty (60) Grade 12 students of San Pablo City Science High School who served as the respondents of the study. Moreover, pre-test and post-test were administered to measure the degree of change that occurred in their performances. A researcher-made survey questionnaire was also utilized to gather respondent's perceptions of the implementation of the strategy. The statistical tools used in the research were the mean, standard deviation, and a Z-test.

RESULTS

The findings revealed that the mean scores increased from 11.06 to 16.60 respectively garnering a p-value of 1.07x10-13. It can be concluded that there is a significant difference between the pre-test and post-test scores of the respondents in the implementation of Interactive Storytelling in Social Situations. As perceived by the student respondents, they agreed that it eases boredom (4.10) and makes understanding text easier (3.93). Meanwhile, they strongly concurred on the idea that it cultivates creativity (4.63), poses interaction between peers (4.37), encourages active reading (4.30), provides an engaging learning experience (4.60), makes the subject interesting to explore (4.43), enhances higher order thinking skills (4.23), improves skills in crafting questions (4.37) and boost performance and comprehension (4.37).

DISCUSSIONS

The results implied that Interactive Storytelling in Social Situations, as validated by the significant difference of the scores and students’ positive perceptions, remarkably improves students' performance in 21st Century Literature from the Philippines and the World. The study also implied that its utilization can also enhance the teacher's capability to transform traditional teaching strategies into current trends in the field of education.