Effectiveness of Puppet-Assisted Storytelling in Enhancing Listening Comprehension Among Grade 2 Learners
Ann Kayla A. Borja*, Jommel Castillon, Ashley N. Lomeda and Sheila Mae Pauig
ABSTRACT
This study examined the effectiveness of puppet-assisted storytelling in enhancing the listening comprehension of Grade 2 learners identified as struggling readers. Conducted within the Tara Basa! Program at Nagkaisang Nayon Elementary School, the research addressed the critical need to strengthen this foundational literacy skill, which is often underemphasized in Philippine public schools. Utilizing a one-group pretest-posttest quasi-experimental design, the study purposively sampled fifteen (15) participants based on teacher assessments and diagnostic tests confirming their difficulties in listening comprehension. A researcher-developed instrument measured competencies in recalling events, determining purpose, and analyzing reasoning before and after the intervention. Results demonstrated substantial improvements across all domains: recalling events increased from a medium to a very high level, determining purpose improved from very low to medium, and analyzing reasoning rose from very low to low. A paired-samples t-test confirmed a statistically significant difference between the pretest and posttest scores (p < .001), indicating a strong positive impact. The study concludes that puppet assisted storytelling is a highly effective pedagogical strategy for developing listening comprehension in young, struggling learners. It is recommended that educators integrate this multimodal approach into regular literacy instruction. Furthermore, the findings suggest the value of adopting interactive, engaging teaching methodologies that cater to diverse learning styles to foster more inclusive and effective educational environments.
