ABSTRACT
This study was conducted to determine the Effectiveness of Story Mapping Strategy in Enhancing Reading Comprehension of Grade 2 Pupils that will be conducted in Hipusngo Elementary School, in the Schools Division of Baybay. The findings of the study were the bases for the proposed Intervention Plan. The study employed a quasi-experimental research design focusing on a single experimental group of Grade 2 pupils to determine the effectiveness of the Story Mapping Strategy in enhancing reading comprehension. The group first underwent a pretest to assess their initial reading comprehension skills, establishing a baseline for comparison. Following the pretest, the pupils participated in instructional sessions using the story mapping strategy, where they engaged in visual and structured activities to identify story elements such as characters, setting, plot, and main ideas. At the conclusion of the intervention, a posttest was administered to measure any improvements in comprehension. The pretest-posttest design allowed the researcher to evaluate the impact of the story mapping strategy on pupils’ reading comprehension by comparing their performance before and after the intervention, thereby determining the strategy’s effectiveness within the experimental group. The test of difference between pre-test and post-test scores, as shown in Table 1, compares the learners’ performance before and after the implementation of the Story Mapping Strategy. This analysis determines whether the observed changes in reading comprehension are statistically significant. The table shows that learners’ performance in the post-test improved considerably compared to the pre-test, indicating that the Story Mapping Strategy had a positive impact on their ability to understand and recall narrative texts. The improvement in scores reflects the effectiveness of the intervention in enhancing learners’ comprehension. The significant difference between the pre-test and post-test results demonstrates that the Story Mapping Strategy effectively enhanced reading comprehension among Grade 2 pupils. Before the intervention, learners exhibited only moderate comprehension skills, but after the intervention, their performance reached a high level. This confirms that the structured and visual nature of story mapping activities contributed to better engagement and understanding of narrative elements.
The result implies that the Story Mapping Strategy had a substantial positive effect on learners’ reading comprehension. The improvement from moderate to high performance shows marked progress across all learners. This implies that the strategy successfully enhanced comprehension, retention, and application of reading skills. These findings suggest that educators can implement story mapping to significantly raise students’ reading proficiency and learning outcomes.
Keywords: Effectiveness, Story Mapping Strategy, Reading Comprehension, Grade 2
INTRODUCTION
Reading comprehension is a fundamental skill that forms the foundation for academic success in all subjects. For young learners, particularly Grade 2 pupils, understanding what they read is crucial not only for literacy development but also for their overall learning progress. Many students at this level can decode words and read aloud fluently; however, they often struggle to comprehend and retain the content of the texts. They may forget key events, fail to identify main ideas, or be unable to explain the characters and plot. To address this challenge, the story mapping strategy has been identified as an effective pedagogical tool. Story mapping involves guiding pupils to organize the elements of a story—such as characters, setting, events, and the problem and solution—using visual aids like charts, diagrams, or graphic organizers. This strategy transforms reading from a passive activity into an interactive process that enhances understanding and memory retention. By providing a visual structure for the story, pupils can more easily follow the narrative, connect ideas, and engage in meaningful discussions about the text.
According to Santos and Garcia (2021) found that Filipino Grade 2 pupils improved their comprehension scores when teachers integrated story mapping in reading lessons, noting that students were more engaged and confident in retelling stories. These studies collectively indicate that story mapping is not only effective in improving comprehension but also in fostering motivation and active participation among young readers.
From the researcher’s perspective, story mapping is a practical and developmentally appropriate strategy for Grade 2 learners. Combining visual aids with guided discussion allows students to process information in multiple ways—visually, verbally, and cognitively—which enhances comprehension and retention. Other complementary strategies, such as questioning techniques, summarization, and peer discussion, can further reinforce understanding. The researcher believes that by integrating story mapping with these interactive approaches, pupils’ academic performance in reading can be significantly improved. This aligns with the belief that reading comprehension should be nurtured through structured, engaging, and learner-centered instructional practices rather than rote memorization or passive reading.
One difficulty is selecting an appropriate story mapping technique that suits the varied learning abilities of Grade 2 pupils. While some students quickly grasp the concept, others may need additional guidance and repetition. Another problem is the limited availability of local studies focusing specifically on story mapping for this age group, which requires synthesizing international research with local classroom practices to provide a solid theoretical and practical framework. Logistical issues, such as scheduling reading sessions and ensuring consistent participation, may also affect data collection. Lastly, balancing the demands of academic work, classroom responsibilities, and research preparation requires careful time management and dedication.
This study is essential because it addresses a critical aspect of early literacy development: reading comprehension. By investigating the effectiveness of story mapping in Grade 2, the researcher aims to provide evidence-based strategies that teachers can implement to enhance learning outcomes. Story mapping not only improves comprehension but also encourages students to think critically, organize information, and engage actively with texts. Conducting this study will benefit not only the pupils but also teachers and parents seeking practical methods to support reading growth. Ultimately, this research is pursued to contribute to the continuous improvement of reading instruction and to ensure that young learners develop the foundational skills necessary for lifelong learning and academic success.
This study was conducted to determine the Effectiveness of Story Mapping Strategy in Enhancing Reading Comprehension of Grade 2 Pupils that will be conducted in Hipusngo Elementary School, in in the Schools Division of Baybay. The findings of the study were the bases for the proposed Intervention Plan.
see PDF attachment for more information