Advisers

Abraham P. Muyrong II, PhD

Discipline

Education

Abstract

This study evaluated animated storytelling for reading comprehension among Grade 12 HUMSS students. A 2024 PSA-related claim that 18.96 million Filipino students have difficulty comprehending basic stories (Kalingag, 2025) and a statement from Mercado (2022) concerning animation and motivation. Using cluster sampling, 44 Grade 12 HUMSS students from Section 1201 were assigned to an experimental group using animation and a control group receiving traditional instruction. Pretests and posttests measured comprehension. A validated three-part survey assessed demographics, multimedia use, and implementation challenges. All respondents were aged 16–20 years, with equal gender distribution. Animation was the most commonly used multimedia format. Animated storytelling was reported to improve experimental-group performance relative to the control group and to support sensory, working, and long-term memory. Minor concerns included pacing and distracting visuals. Animated stories should be aligned with learner level and include pauses and guided questions. Complete comparative statistics are required to verify the stated significance and magnitude of the effect.

Keywords

reading comprehension, vocabulary, animation, storytelling