VOlUME 04 ISSUE 06 JUNE 2025
1Alecza E. Azores, 1Cecilia Q. Velasco
1Teacher II, San Andres Elementary School, Alaminos, Laguna, Philippines 4001
2Professor, Graduate Studies and Applied Research (GSAR), Laguna State Polytechnic University-San Pablo City Campus
DOI : https://doi.org/10.58806/ijsshmr.2025.v4i6n17Google Scholar Download Pdf
ABSTRACT
This research examines how interactive video storytelling can improve reading comprehension in Grade Six students at San Andres Elementary School during the academic year 2024–2025. Based on Mayer’s Cognitive Theory of Multimedia Learning, the focus of the study was to enhance vocabulary, semantics, and the ability to make inferences through an eight-week program utilizing interactive video stories. A pre-test and post-test experimental design was employed with 30 struggling readers. The findings showed significant improvements in all areas of reading comprehension: vocabulary rose from an average of 5.23 to 9.00, semantics increased from 5.43 to 8.03, and the ability to draw inferences improved from 3.73 to 6.80. The overall mean score progressed from 14.40 to 23.83, accompanied by a highly significant p-value (p = 0.000). The study concludes that interactive storytelling serves as an effective strategy for boosting literacy through multimedia engagement. It suggests that such methods should be incorporated into standard teaching practices to enhance comprehension outcomes.
KEYWORDS:Drawing Inference, Interactive Video Storytelling, Multimedia Learning, Reading Comprehension, Vocabulary
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VOlUME 04 ISSUE 06 JUNE 2025
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