2026 IJRSE – Volume 15 Issue 17
Available Online: 23 July 2026
Author/s:
De Mesa, Alvin R.*
Leyte Normal University, Philippines (ar_demesa@ymail.com)
Durotan, Cheniña L.
Palompon Institute of Technology Tabango, Philippines (Cheninadurotan@gmail.com)
Abstract:
In the current era of rapid technological advancement, teaching strategies continue to evolve to meet the needs of 21st-century learners. In relation to this, the purpose of this study is to determine the effect of Digital Storytelling on the students’ level of comprehension in Filipino Literature. The research utilized a quasi-experimental design, specifically the One-Group Pretest–Posttest Design, to measure the participants’ level of comprehension before and after the intervention. Data were gathered through a validated 50-item researcher-made test and analyzed using the mean, standard deviation, and paired-samples t-test, alongside strict adherence to ethical research standards. It was found that prior to the intervention, the students had an Insufficient comprehension of Filipino literature. After utilizing Digital Storytelling, their level of comprehension increased to High Comprehension. The results of the paired-samples t-test also showed a significant difference between the pretest and posttest, hence, the null hypothesis was rejected. This implies that Digital Storytelling is an effective strategy in increasing the comprehension and academic performance of students in Filipino Literature. Based on the findings, Project DIGI-PANITIKAN was developed as a proposed program to promote the systematic creation of digital storytelling materials and to expand teachers’ capabilities in using modern instructional technology.
Keywords: digital storytelling, Filipino literature, comprehension, quasi-experimental, one-group pretest–posttest design
DOI: https://doi.org/10.5861/ijrse.2026.26316
Cite this article:
De Mesa, A. R., & Durotan, C. L. (2026). Epekto ng digital story telling sa pag-unawa sa panitikang Filipino. International Journal of Research Studies in Education, 15(17), 235-245. https://doi.org/10.5861/ijrse.2026.26316
* Corresponding Author