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 JesusDOI: 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