Effectiveness of Digital Storytelling in Teaching Literature

Abstract

This study determined the effectiveness of the Digital Storytelling (DST) in teaching literature to grade 11 students of Cantapoy National High School, Malimono, Surigao del Norte. Specifically, the level of literary competence of students during the pre-test and posttest in terms of literary comprehension and literary appreciation of three (3) different genres was assessed to determine the educational value of DST. Furthermore, it also determined the significant difference of students’ literary competence between the pretest and posttest and the significant difference in the mean gains of students’ literary competence among three (3) genres - poetry, fiction, and drama. A quasi-experimental research design in One-Shot mode was used in this study. The study utilized a researcher-made questionnaire and an adopted evaluation rubric in gathering the data. The findings of the study revealed that the literary competence of the students raised from “Low” to “High” after the intervention was implemented. DST was rated “Valuable”. Based on the general results, considering the variation of genres, the literary competence of the students of all genres significantly differs between the pre-test and the post-test, and there exists no significant difference in the mean gains of students’ literary competence in three genres. Concluded that the improvement in students’ literary competence stemmed from the integration of digital storytelling; the felt educational value of digital story telling becomes manifest and tangible through the production of students’ literary output; Poetry needs deeper analysis; and across genres, the students’ literary competence using digital storytelling manifest same evidence of improvement.