Improving Understanding of Philippine Literature among Grade 7 Students: A Study on the Effectiveness of Storyboards

Mary Ann D. Barlis¹ , Maher Shalal Hash Buz Marcelo² , Albert C. Bulawat³

Section:Research Paper, Product Type: Journal-Paper
Vol.9 , Issue.6 , pp.42-48, Jun-2023

Online published on Jun 30, 2023

Copyright © Mary Ann D. Barlis, Maher Shalal Hash Buz Marcelo, Albert C. Bulawat . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

View this paper at   Google Scholar | DPI Digital Library

XML View     PDF Download

How to Cite this Paper

Abstract :
This study aimed to investigate the effectiveness of storyboards in improving the understanding of Philippine literature among 7th-grade students. The quantitative-descriptive design was employed, and the study was conducted at Irenea Integrated School with a class of Grade 7 students consisting of 10 girls and 11 boys. The data were collected through a pretest and a posttest, with the proposed strategy being the use of storyboards. The results were analyzed using a one-tailed t-test. The findings revealed a significant increase in the average posttest score (6.83) compared to the average pretest score (2.94), indicating the success of the storyboard approach in enhancing the understanding of Philippine literature among Grade 7 students at Irenea Integrated School.

Key-Words / Index Term :
Storyboards, Philippine Literature, Teaching Literature, Teaching Strategies, Comprehension

References :
[1] S. Arnold, J. Fujima, K. P. Jantke, A. Karsten, and H. Simeit, "Game-Based Training of Executive Staff of Professional Disaster Management: Storyboarding Adaptivity of Game Play," International Conference on Advanced Information and Communication Technology for Education, pp. 68–73, 2013.
[2] S. Ayob and M. F. Omidire, "Storyboards as a Qualitative Method of Exploring Learners` Experience With the Use of a Multilingual Support Strategy," Int J Qual Methods, vol. 20, Aug. 2021, doi: 10.1177/16094069211034391.
[3] H. Wahyuni Anggraini, "The Application of Project-Based Learning (PBL) Through Storyboard to Improve Reading Achievement of the 10th Grade Students," Advances in Social Science, Education, and Humanities Research, vol. 513, pp. 395–401, 2020.
[4] H. Abuzaid and M. Al Kayed, "The impact of using storyboards on improving reading skills of third-grade students with reading disabilities in Jordanian context," International Journal of Learning, Teaching and Educational Research, vol. 19, no. 1, pp. 172–187, 2020, doi: 10.26803/ijlter.19.1.10.
[5] K. McCormick-Huhn and S. A. Shields, "The emotion storyboard: A method to examine social judgments of emotion," PLoS One, vol. 16, no. 4 April 2021, Apr. 2021, doi: 10.1371/journal.pone.0249294.
[6] N. A. Toister, "Storyboarding as a Prewriting Activity for Second Language Learners," TESOL Working Paper Series, vol. 18, pp. 126–138, 2020.
[7] J. Mario and M. Naar, “Storyboards and Reading Comprehension of Literary Fiction in English Historietas y comprensión lectora de obras literarias de ficción.”
[8] H. Maharmah, "The Positive Effect Of Storyboards On Kids` Ability To Read English At School," vol. 7, p. 2021, doi: 10.5281/zenodo.7738926.
[9] M. F. Hafour and A. S. M. Al-Rashidy, "Storyboardingbased collaborative narratives on Google Docs: Fostering EFL learners? writing fluency, syntactic complexity, and overall performance," JALT CALL Journal, vol. 16, no. 3, pp. 123–146, 2020, doi: 10.29140/jaltcall.v16n3.393.
[10] A. Wikstrom, "Storyboarding: Framing and Reframing Opportunities in the Front-Front End of Innovation," Malardalen University Press Dissertations, 2013.
[11] B. Rana Said Ahmed, M. Mostafa -Asmaa Abdel, and S. Rizk Ramadan Hassan, "Using Storyboard for Enhancing EFL Writing Skills of Primary Stage Students Supervised," Journal of The Faculty of Education- Mansoura University, 2021.