ABSTRACT
This study evaluated the Utilization of Storytelling with Local Folktales on the Listening and Comprehension Skills of Kindergarten Learners in Tongonan Elementary School, in the Schools Division of Ormoc City. The study titled “Utilization of Storytelling with Local Folktales on the Listening and Comprehension Skills of Kindergarten Learners” employed a qualitative research design using a survey approach. This design was appropriate because it allowed the researcher to examine the effects of storytelling on learners’ listening and comprehension skills while controlling for initial differences among participants, even in the absence of random assignment. The study involved an experimental group of kindergarten learners who participated in structured storytelling sessions using local folktales. Before the intervention, all participants underwent a pretest to establish baseline listening and comprehension skills. The assessment included oral questioning, story retelling, and picture-sequencing tasks designed to be age-appropriate and culturally relevant. The intervention consisted of 4–6 weeks of storytelling sessions conducted 2–3 times per week, during which expressive storytelling techniques such as voice modulation, gestures, visual aids, and interactive discussions were used to engage learners and support comprehension. Following the intervention, a posttest using similar assessment tools was administered to measure improvements in listening attention, vocabulary, narrative skills, and overall comprehension. Data were analyzed quantitatively using statistical methods such as paired t-tests or ANCOVA to determine whether the storytelling intervention significantly improved learners’ skills. Additionally, qualitative data collected through teacher observations, field notes, and anecdotal records were analyzed to provide insights into learners’ engagement, attention span, and confidence in retelling stories. This approach ensured that the study captured not only measurable improvements in language skills but also the qualitative benefits of storytelling, including increased motivation and emotional engagement, which were essential for early childhood learning.
The test of relationship between storytelling activities and listening and comprehension skills of kindergarten learners presents the correlation between the grand weighted mean of storytelling activities and the overall weighted mean of listening and comprehension skills using the Pearson r correlation coefficient, computed t-value, table value at 0.05 level of significance, decision on the null hypothesis, and interpretation of the relationship. The results aimed to determine whether storytelling activities using local folktales significantly influenced the listening and comprehension skills of kindergarten learners. The findings revealed that storytelling activities obtained a grand weighted mean interpreted as Strongly Agree, while listening and comprehension skills obtained an overall weighted mean interpreted as High. The computed Pearson r value indicated a very strong positive relationship between storytelling activities and listening and comprehension skills. This means that as the quality and effectiveness of storytelling activities increased, the listening and comprehension skills of the kindergarten learners also improved. The high correlation coefficient demonstrated that storytelling activities played a major role in developing learners’ language comprehension and listening abilities. Furthermore, the computed t-value was greater than the table value at the 0.05 level of significance. As a result, the null hypothesis (Ho) was rejected, leading to the interpretation of a significant relationship between storytelling activities and listening and comprehension skills. This indicates that the relationship observed in the study was not due to chance, but rather reflected a meaningful association between the two variables. The findings suggest that storytelling activities such as the use of expressive storytelling techniques, local folktales, visual aids, and interactive questioning significantly contributed to improving the learners’ ability to listen attentively, understand stories, and respond appropriately to comprehension activities. The results imply that storytelling activities are highly effective instructional strategies in enhancing the listening and comprehension skills of kindergarten learners. The grand weighted mean and the overall weighted mean, together with the very strong positive relationship, indicate that engaging learners in storytelling sessions using local folktales positively influenced their listening behavior, comprehension, participation, and language development. The result implies that consistent and well-planned storytelling activities help learners develop better understanding of stories, improve their oral responses, and strengthen their ability to process and recall information. Moreover, the rejection of the null hypothesis confirms that storytelling activities significantly contribute to early childhood literacy and language learning, making them valuable teaching strategies in kindergarten education.
Keywords: Utilization, Story Telling, Local Folktales, Listening, Comprehension Skills, Kindergarten
INTRODUCTION
Listening and comprehension are essential skills that kindergarten learners must develop early. These skills serve as the foundation for reading, speaking, and overall academic success. However, many pupils struggle to sustain attention during lessons, especially when activities are too abstract or unfamiliar.
Storytelling with local folktales offers a developmentally appropriate strategy that aligns with the learning needs of kindergarten pupils. Because folktales often use simple language, repetition, and familiar contexts, they make it easier for children to understand and recall story details. This supports the development of listening skills and enhances comprehension in a natural way.
Bunayyah et al. (2025), structured storytelling activities were shown to enhance listening, vocabulary, verbal expression, and comprehension abilities in preschool learners. The children engaged actively during storytelling sessions and demonstrated improved attentiveness and language confidence.
As a researcher, the researcher is encouraged to use culturally responsive teaching strategies. Integrating local folktales into storytelling allows the researcher to connect lessons to the learners’ backgrounds and environments. This approach helps learners relate better to the story, making learning more meaningful and engaging.
Growing up, the researcher was exposed to local folktales that were often narrated by elders in the community. These stories left a lasting impression because they were simple, meaningful, and deeply rooted in culture. Remembering how these stories helped shape imagination and understanding, the researcher felt motivated to bring similar experiences into the kindergarten classroom.
One of the challenges encountered by the researcher was the limited availability of written or age-appropriate local folktales, as some stories needed to be simplified or adapted to match the comprehension level of kindergarten learners, which required additional time and effort in preparing storytelling materials. Another difficulty involved maintaining the attention span of young learners, since there were instances when some pupils became distracted despite the use of stories, making classroom management and ensuring active listening a concern during storytelling sessions. Language differences also posed a challenge, as some pupils were more comfortable using their mother tongue while others were more exposed to English, requiring careful planning and adjustment of language use to ensure understanding among all learners.
Lastly, assessing listening and comprehension skills proved challenging because young children might understand the story but struggle to express their responses verbally, prompting the researcher to employ varied assessment strategies such as oral questioning, picture sequencing, and simple retelling activities to accurately measure comprehension.
This study evaluated the Utilization of Storytelling with Local Folktales on the Listening and Comprehension Skills of Kindergarten Learners in Tongonan Elementary School, in the Schools Division of Ormoc City. The findings of the study were the bases for an Intervention Plan.
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