Abstract

Writing enables students to communicate ideas, express creativity, and develop critical thinking. This study examined digital storyboards as a planning aid for Grade 12 General Academic Strand (GAS) students who experience difficulty organizing written work. By sequencing images and text, the material was intended to help learners visualize and structure ideas before writing. The study used a one-group quasi-experimental pretest–posttest design with nineteen (19) purposively selected Grade 12 GAS students at Bestlink College of the Philippines in 2025. All nineteen (19) students completed a questionnaire that assessed respondents’ perceptions of the material’s effectiveness, features, and functionality using a Likert scale. Mean writing scores increased from 15.16 on the pretest to 22.47 on the posttest. Students, most of whom had no prior experience with digital storyboards, reported adapting readily to the technology and rated its features, functionality, visualization, and support for imagination favorably. The findings suggest that digital storyboards can serve as a supplementary tool for organizing ideas and making writing activities more systematic and interactive. Classroom use may include step-by-step guidance and consistent integration into prewriting activities. Because the study involved a small one-group sample and omitted inferential statistics, its effectiveness should be interpreted cautiously.