Effectiveness of Story Telling in Encreasing the Comprehension Level of Grade 3 Pupils of Dominlog Elementary School

Abstract

INTRODUCTION

The purpose of this study is to test the effectiveness of the STORY in enhancing the comprehension level of Grade 3 pupils of Dominlog Elementary School.

METHODS

The research design that the researcher used was the descriptive-comparative. The research took place in Dominlog Elementary School. The researcher utilized the purposive sampling technique I choosing the twenty-two (22) Grade 3 pupils as the subject of the study. The researcher used post-test reading material from Phil-IRI issued by the Department of Education. After identifying the pupils under the frustration level the researcher employed the post-test reading materials in Phil-IRI. After getting the mean and MPS of the pupils the story telling activities was utilized. The post-test was employed and determined the mean and MPS of the pretest and post-test. T-test was used to get the significant difference.

RESULTS

The study found that story telling intervention had significantly better performance in reading comprehension. Using story telling motivated the pupils to read and practice more in reading through the listened stories. This signified that the intervention was effective in enhancing the comprehension reading performance of the Grade 3 pupils. There is a significant difference between the computed t-value of-5.97 and a critical t-value of 1.721 thus, rejecting the null hypothesis which is significant in 0.05 level. Therefore, storytelling intervention is effective in enhancing pupils' reading comprehension.

DISCUSSIONS

Story telling is effective in increasing the reading comprehension performance of the grade 3 pupils. The story telling motivated the pupils to read and understand more the story or text.