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Enhancing Reading Comprehension: A Comparative Analysis of Storytelling Videos and Picture Books

Angelica O. Laluan, Jimuel B. Naranjo, Andrea Nicole T. Sarmiento, Ericka Jane T. Agua, Miguel A. De Jesus
DOI: https://doi.org/10.48445/r2675-6493-7872-r
ORCID ID: https://orcid.org/0009-0003-5585-4118
Date: 30 May 2025

ABSTRACT

This study explores the effectiveness of two instructional materials — Storyline Online storytelling videos and picture books — in enhancing the reading comprehension of second-year Bachelor of Secondary Education students majoring in English at the Polytechnic University of the Philippines, Santa Maria Bulacan Campus. Using a quantitative research design, pre-tests and post-tests were administered to assess changes in students' comprehension skills. The study involved 80 participants divided into two groups. Pre-test results showed both groups had low baseline reading comprehension levels. Post-intervention analysis revealed that storytelling videos produced a higher mean improvement (0.73 points, Cohen's d = 0.199) compared to picture books (0.25 points, Cohen's d = 0.062). Storytelling videos demonstrated greater effectiveness, attributed to their multisensory engagement and audiovisual features, which aligned with multimedia learning theories. While picture books showed limited improvement, they remain valuable for fostering critical thinking and imagination, making them a complementary tool for long-term interventions. The findings suggest that storytelling videos are more effective for immediate comprehension gains, while picture books can support deeper cognitive engagement. This study highlights the potential of interactive multimedia tools in addressing diverse learning needs and provides insights for educators seeking to enhance literacy instruction. The results advocate for integrating these materials into teaching strategies to optimize students’ reading comprehension outcomes.

 

KEYWORDS

picture books, reading comprehension, storytelling videos, education, literature

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