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PARTICIPATION RATES USING STORYTELLING TECHNIQUE IN THE

KINDERGARTEN AND PRIMARY PUPILS

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A Research
Presented to the
Faculty of the Gerona Catholic School
Gerona, Tarlac

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In Partial Fulfillment
Of the Requirements for the subject
Research in Daily Life 2

______________________

By:

Ceballos, Mark Kenneth S.

October 2018

CHAPTER 1
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THE PROBLEM AND ITS BACKGROUND

Introduction

Stories are passed from one generation to another by word of mouth handed down

to us their experiences, exploits, customs, traditions and cultures through stories that are

considered before making decisions. Storytelling is traditional, stories in education is

natural and it cuts across races, nations, religion and beliefs apart from the learning

experiences in storytelling, it is a methodology for teaching and for providing education

for learners at all levels of studies.

Moreover, using stories in the classroom is found to be of great importance to

child development. The use of oral histories in classroom is an important tool and aid in

learning. When children listen to stories, their imaginations are enriched and stimulated;

telling stories to children increase their vocabulary and they learn about the cultural

values and mores in their societies. Fairy tales teach children on a very deep level and

help them bridge the confusing dimensions of the world. Folk stories and fairy tales of

other cultures teach children to embrace the uniqueness of different societies.

When hearing a story, children can create their own imaginary pictures, just

as the parent has done. These pictures are not materialized or imposed upon the

children. The children are free to create what is necessary for them, in their own life

and development, and dream in a healthy way into the stories.

Children love to hear stories again and again. It can give them security and

allow them to enter more deeply and imaginatively into the content and language of

the story. It allows them to relax for they feel held by a continuum which is

extremely nourishing to them. Repetition gives order to children's worlds, which

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they need in order to grow in the healthiest fashion. Unlike adults, a child needs

time to brood over a story and let it really sink in, or they will not understand it. If

they can create the story in their minds, which is usually done through sleep, they

will be able to see the images more clearly and remember the story better by the

third day. This boosts their creativity and thinking levels. It increases their ability to

understand words and their meanings by associating them with the pictures they

have created. It teaches things in a pictorial way, which is necessary for children.

Story telling has more benefits as an effective method of instruction, because it

involves many mediums of communication for example use of gestures, song and dance.

It also molds characters and provides enjoyment. Stories broadens the knowledge of the

children and the cultural beliefs and activates. It also establishes good relationships

among pupils and their teacher. Story telling has also negative impacts as it can

disadvantage learners, if the story teller doesn't have the required skills. Extensively use

of the story telling method tends to produce passive listeners who receive information

without much probing questioning to understand much better. It is also the poor method

of active participation by learners as it lessens the opportunity for them to learn by doing.

A calculated use of story-telling can include reflections of past experiences,

understanding and conveying the meaning embedded in those instances and using them to

channelize key messages in a hosts of contexts. These can be used to guide values and

priorities, promote desired behaviors and share learning. Using one’s life experiences can

be a sure-shot success strategy for your training session purely because you can convey

its inherent integrity, credibility and passion first-hand. A story should ideally create a

timeline, proceed to focus on a related task or event and end with a focus on the acquired
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learning. The stories used in the session can then be used to elaborate on the meaning it

holds for you, the influence it has on your thinking or approach to work and the value it

can provide that makes a difference to others.

Storytelling acts as a fantastic teaching tool, imparting lessons of life to

individuals of all ages. Originating with the beginning of society and enduring into this

age of near immediate access to all information, storytelling has proven its flexibility and

necessity beyond any shadow of doubt.

Statement of the Problem

This study sought to find out the Participation Rates using Storytelling Technique

to the Kindergarten and Primary Pupils at Gerona Catholic School. Specifically, the study

sought to answer the following questions:

1. What are the advantages and disadvantages of storytelling to the kindergarten

and primary pupils?

2. What is the implication of storytelling to the participation rates of the pupils?

3. How does storytelling motivate the pupils’ interest on the subject?

Significance of the Study

The findings of the study will benefit the school administrators, kindergarten and

primary teachers, students, parents, and future researchers.

To the School Administrators. It will serve as a reference to improve and

formulate quality storytelling program, that will enhance the use of storytelling

techniques among the students and to increase the participation rates.

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To the Kindergarten and Primary Teachers. The study will help them improve

students’ skills in listening, further widen understanding and to develop the habits of

listening.

To the Parents. The results of this study will help their children develop listening

skills by constant monitoring of their ability, spending time to have storytelling at home,

and helping the teachers in enhancing their children’s imagination and creativity.

To the Students. It can help them improve and abilities, compass the vocabulary

and comprehension

To the Future Researchers. This will serve as a reference material to those who

may want to undertake similar study.

Scope and Delimitation

This study focus on the Kindergarten and Primary Pupils of Gerona Catholic

School, school year 2018-2019. It aims to determine the Participation Rates using

Storytelling Technique to the Kindergarten and Primary students. This study was

delimited on kindergarten and primary students at Gerona Catholic School. Eight (8)

from Kinder l, Fourteen (14) from Kinder 2, Eighteen (18) from Grade 1, Nineteen (19)

from Grade 2, and Nineteen (19) from Grade 3 for a total of sixty (60) respondents. The

number of the respondents can suffice the data needed for the study.

Definition of Terms

Advantages. Superiority of position or condition; a factor or circumstance of

benefit to its possessor; benefit resulting from some course of action.

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Disadvantages. Loss or damage especially to reputation, credit, or finances; an

unfavorable, inferior, or prejudicial; quality or circumstance that makes achievement

unusually difficult.

Participation. The process during which individuals, groups and organizations

are consulted about or have the opportunity to become actively involved in a project or

program of activity.

Pupils. Is applied either to a child in school or to a person who is under the

personal supervision of a teacher; is applied either to one attending an institution above

the elementary level or to one who is making a study of a particular; is now usually

applied to one who has general erudition or who is highly versed in a particular branch of

learning 

Rates. A measure, quantity, or frequency, typically one measured against some

other quantity or measure; assign a standard or value to (something) according to a

particular scale; consider to be of a certain quality, standard, or rank.

Storytelling. is the conveying of events in words, and images, often by

improvisation or embellishment; stories or narratives have been shared in every culture as

a means of entertainment, education, cultural preservation, and to instill moral values.

Crucial elements of stories and storytelling include plot, characters, and narrative point of

view.

Technique.  Is a particular method of doing an activity, usually a method

that involves practical skills.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDY

This chapter presents the review of related literature and studies. With the use of

these literature and studies, both foreign and local, the researcher gained insight that

served as a reference for the study.

Related Literature

A creative education involves the habit of personal investigation. The act of

personal investigation requires self-study, self-thinking and analysis. Making the

Storytelling as the Technique of teaching way for a better understanding of one’s own

experiences and it can be a journey to self-discovery.

Storytelling has been described as the oldest technique in second language (L2)

learning. Neuroscientists contend that our minds are literally wired to comprehend best

the world through narrative. Researchers have claimed that the benefits of storytelling in

teaching and studying second languages include increased development of language

skills, improved comprehension and classroom interaction. L2 Chinese acquisition is a

relatively new area of study with scant research. This survey research explored how

storytelling was used in teaching Chinese as a second/foreign language (CSL/FL) in

China. Participants were 15 CSL/FL instructors and 30 adult learners enrolled at the

School of Chinese Language in Shaanxi Normal University, (Xi’an, China). Participants

took a teacher or student survey about their interests, the practice, benefits, and

challenges of doing storytelling in the CSL/FL classroom. Results of the survey indicated

that the participants were interested in storytelling because of the perceived benefits of

language learning, comprehension, community building, and multi-cultural

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understanding. This article provides guidelines and recommends resources for using

storytelling as an educational strategy in the adult CSL/FL classroom.

Yang (2011) stated that storytelling also has the ability to enhance the arts in

education and motivate children to connect with their learning. Krashen (2011)

storytelling is an excellent means of introducing children to the wonderful world of books

and building positive attitudes for reading. The exposure to oral language patterns helps

developing children’s listening sub skills. Moreover, storytelling allows the child to

create images in his or her imagination, evoking their imagination as well as empowering

EFL students to consider new ideas as a result of which self-confidence and personal

motivation is built.

Black (2010) using storytelling to discuss many different types of stories, students

can make decisions about what type of story they want to tell and what details they

should include by participating in oral discussions with a partner or the class. Eder (2013)

stated that storytelling is an effective instructional technique for introducing new material

and providing depth to a concept going beyond a fact, a definition, or an outline of

textbook material. It captures the attention of the learners to experiment with voice, tone,

eye contact, gestures and facial expressions.

Using stories for educational purposes is an effective teaching learning strategy

for teaching young learners. Most young learners enjoy listening to the stories. Stories

have power which can bring the young learners into a world of imagination and draw a

colorful picture with many interesting characters in the story. Storytelling is one of the

most useful techniques to attract young learners in learning process effectively. Telling

stories have a good chance for young learners to discover experience of real-life and the
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language learning experience together. Storytelling is a kind of teaching method which

can help the young learners to knowledge, literacy, imagination, creation and critical

thinking. According to Isbell, storytelling promotes expressive language in oral and

written form and present new vocabulary and complex language in the powerful form

that inspires the children to emulate the model they have experienced.

On the other words, storytelling is an important tool for language teaching and

learning. Storytelling for young learners is vitally important to create and creative

comprehension. Storytelling motivates children to be active participant in the

construction of meaning of the story. Using storytelling can give the experience of

language learning in fun situation.

Related Studies

The following is the review of related foreign and local studies taken from the

books, journals and other printed material, including online resources gathered by foreign

and local writers.

A. Foreign Studies

Soleimani and Akbari (2013) who reported that children’s storytelling approach

had a positive effect on the vocabulary learning of less proficient young adults.

Gonzales (2010) have put a storytelling approach into practice which highlights

the urge for the implementation of story reading and storytelling as a teaching tool for

teaching English to young learners. Therefore, the main objective of this study is to use

story storytelling to teach English to young learners in a fun and meaningful way.

Joyce (2011) who had studied the effects of song picture books on the vocabulary

acquisition of kindergarten children and, as a result, mentioned that using song picture
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books, which most of times narrates a story, helps the vocabulary acquisition of

kindergarten students.

Gonzalez (2010) carried out a study in a Colombian public elementary school in

Bucaramanga, Colombia. During the research, the student-teachers were required to plan

the course syllabus, create their own stories according to the children’s interests and

likes, plan the lessons, and collect and analyze data. Although the student-teachers

worked in different grade levels, the results of the study presented similarities such as the

children’s motivation when the stories were told or read, increased participation in the

different activities, comprehension of the stories, and acquisition of the new vocabulary.

Trostle and Hicks (2013) this article compares the effects of storytelling versus

story reading comprehension and vocabulary development of 32 British primary children.

States one group listened to stories in storytelling style, the other groups listened to

stories read by a student teacher. Finds children who witnessed storytelling scored higher

on comprehension/vocabulary measures than did children who listened to story reading.

The studies of Soleimani and Akbari (013) and Joyce (2011) is related to each

other because it focuses on using the storytelling technique to the vocabulary acquisition

of the students, but the only different on the both study is their respondents, because the

respondents of Soleimani and Akbari (2013) is adult students while on the study of Joyce

(2011) is the kindergarten children.

Moreover, the study of Gonzales (2010) talks about using the storytelling to learn

English in a fun and meaningful way, while the study of Gonzalez (2010) talks about

using storytelling technique increases the participation rates. The study of Trostle and
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Hicks (2013) finds that the students who witnesses storytelling are more effective than

story comprehension.

Thus, the present study is related to the past studies wherein it focuses also on

using the storytelling technique, there are no difference on the past studies to this present

study because the respondents are also students and on how effective using the

storytelling technique.

Local Studies

Tanyag (2013) a regular monthly storytelling activity for elementary school

libraries is highly recommended. It was suggested that libraries offer traditional and non

– traditional storytelling to help students enrich their learning experience.

Soluta (2010) literature is closely intertwined with the study of culture and

society; thus, lends itself to endless S-L project possibilities. It is high time that oral

storytelling and local memory projects be formally included in the elementary

curriculum.

Solidum (2015) it showed that the use of storytelling as a teaching learning

strategy is effective. After the use of the said teaching – learning strategy, the post test

scores of the students improved related to the pre-tests. The students and faculty members

who became part of the sessions gave in positive inputs for the applied teaching learning

strategy, the storytelling.

Alarilla (2017) says that storytelling expands children’s vocabulary, develops

creative thinking, teaches values, and makes learning more fun. This strategy allowed us

the opportunity and privilege of teaching young children through simple stories.
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English Teaching Forum (2017) in order to motivate students to read, Edgar

Manaran a teacher uses a technique suggested by a colleague to ease the monotony and

ensure students participation during storytelling. He used different stories, especially

fairy tales and Filipino legends. His students cherished the stories, and that led to

increased participation in class discussions.

The studies of Tanyag (2013) and Soluta (2010) is related to each other because

of the effectiveness of using storytelling technique, they recommended it to be part of the

curriculum. There are no differences on these studies, because they are also having the

same outcome, recommending the storytelling as a part of the curriculum.

Moreover, the study of Solidum (2015), on how effective on using the storytelling

technique to be a teaching strategy, this study is in relation also to the studies of Tanyag

(2013) and Soluta (2015) wherein it shows also on how effective the storytelling is. Thus,

the study of Alarilla (2017) says that using storytelling technique, the vocabulary of the

students became enriched, while the English Teaching Open Forum (2017) says that

using storytelling technique, the participation rates of the students increased. The past

studies and present study are in relation because it focuses on using the storytelling

technique as a teaching strategy.

Conceptual Framework

This figure presented below shows the conceptual framework that will be utilized

in the study.
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PARTICIPATION RATES USING

STORYTELLING TECHNIQUE IN THE
KINDERGARTEN AND PRIMARY PUPILS

Advantages Disadvantages

Implication of using Storytelling

Technique

Figure 1. Conceptual Paradigm of the Study

The figure above shows the paradigm of the study. The study looked into

the Participation Rates using Storytelling Technique to the Kindergarten and Primary

Pupils of Gerona Catholic School. The study would like to know the advantages and

disadvantages in using the storytelling technique to the pupils. Moreover, presents the

implications of storytelling technique to the participation rates of the pupils.

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CHAPTER 3

METHODOLOGY

This chapter presents the steps and procedure that the researcher used. It will be

discussing the following; research design, research locale, the respondents, sampling

technique, research instrument, research procedure, and the statistical treatment of data.

Research Design

Descriptive research or Observation is used as a design on this study, it seeks to

describe the current status of an identified variable. These research projects are designed

to provide systematic information about a phenomenon.  The researcher does not usually

begin with a hypothesis, but is likely to develop one after collecting data.  The analysis

and synthesis of the data provide the test of the hypothesis.  Systematic collection of

information requires careful selection of the units studied and careful measurement of

each variable.

Research Locale

The study was conducted at Gerona Catholic School which is located in Poblacion

1, Gerona, Tarlac.

The Respondents

The respondents in this study were the Kindergarten and Primary pupils of

Gerona Catholic School enrolled during the school year 2018 – 2019. The respondents

belong to the kinder one (1) to grade three (3) from a total 60 students.
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Research Instrument

The fundamental instrument needed by the researchers were a checklist type of

questionnaire. The questionnaire was validated by three experts in the field.

Data-Gathering Procedure

An intensive library research will be conducted to gather relevant information

about the topic. The sufficient related literature and studies will give the researcher the

proper direction on how this investigation would be done. In gathering the data needed

for this study, the researcher asked the permission of higher authorities.

A request to conduct the observation of the kindergarten and primary students in

the school will be prepared and will be given to the school principal for approval. Having

been given the permission, the observation will personally have administered by the

researchers to the Kinder 1 to Grade 3 students. The result of the observation will serve

as a basis for the Participation Rates using the Storytelling Technique to the Kindergarten

and Primary students in the school.

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Chapter 4

ANALYSIS, PRESENTATION AND INTERPRETATION OF DATA

This chapter presents the detailed analysis of the data gathered. The interpretation

of findings based on the research questions posted as problems are presented.

Table 1. Number of Respondents

Grade f Percentage
Kinder 1 8 11%
Kinder 2 14 18%
Grade 1 18 23%
Grade 2 19 24%
Grade 3 19 24%
Total 78 100%

Table 2. KINDER ONE

Signs of Development f Percentage

Asking questions about the story. 3 38%

Imagining things based on the story. 5 63%

Can answer to the questions about the 4 50%

story.
Listening sensibly to the story. 6 75%

Pays attention to the teacher. 6 75%

Demonstrates imagination and symbolic 4 50%

thoughts.
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Can repeat what the story is all about. 2 25%

Join in activities suggested by others. 2 25%

Plays cooperatively with others. 3 38%

Shares willingly. 5 63%

Easily understands the story. 4 4%

Appears to enjoy learning and 3 38%

performing skills.
Speaks well of self 4 50%

Appears to enjoy performing self – help 3 38%

skills.
Can share what is/are the lesson/s of the 2 25%

story

Table 3. KINDER TWO

Signs of Development f Percentage

Asking questions about the story. 3 21%

Imagining things based on the story. 10 71%

Can answer to the questions about the 0 0%

story.
Listening sensibly to the story. 0 0%

Pays attention to the teacher. 0 0%

Demonstrates imagination and symbolic 0 0%

thoughts.
Can repeat what the story is all about. 5 36%
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Join in activities suggested by others. 5 36%

Plays cooperatively with others. 10 71%

Shares willingly. 11 79%

Easily understands the story. 9 64%

Appears to enjoy learning and 9 64%

performing skills.
Speaks well of self 6 43%

Appears to enjoy performing self – help 0 0%

skills.
Can share what is/are the lesson/s of the 0 0%

story

Table 4. GRADE ONE

Signs of Development f Percentage

Asking questions about the story. 10 71%

Imagining things based on the story. 9 64%

Can answer to the questions about the 11 79%

story.
Listening sensibly to the story. 11 79%

Pays attention to the teacher. 11 79%

Demonstrates imagination and symbolic 8 57%

thoughts.
Can repeat what the story is all about. 9 64%

Join in activities suggested by others. 0 0%

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Plays cooperatively with others. 10 55%

Shares willingly. 13 93%

Easily understands the story. 12 86%

Appears to enjoy learning and 11 79%

performing skills.
Speaks well of self 12 86%

Appears to enjoy performing self – help 11 79%

skills.
Can share what is/are the lesson/s of the 10 55%

story

Table 5. GRADE TWO

Signs of Development f Percentage

Asking questions about the story. 13 68%

Imagining things based on the story. 10 53%

Can answer to the questions about the 11 58%

story.
Listening sensibly to the story. 10 53%

Pays attention to the teacher. 10 53%

Demonstrates imagination and symbolic 8 42%

thoughts.
Can repeat what the story is all about. 9 47%

Join in activities suggested by others. 0 0%

Plays cooperatively with others. 0 0%

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Shares willingly. 11 58%

Easily understands the story. 10 53%

Appears to enjoy learning and 11 58%

performing skills.
Speaks well of self 11 58%

Appears to enjoy performing self – help 9 47%

skills.
Can share what is/are the lesson/s of the 13 68%

story

Table 6. GRADE 3

Signs of Development f Percentage

Asking questions about the story. 15 79%

Imagining things based on the story. 11 58%

Can answer to the questions about the 16 84%

story.
Listening sensibly to the story. 16 84%

Pays attention to the teacher. 16 84%

Demonstrates imagination and symbolic 10 53%

thoughts.
Can repeat what the story is all about. 9 47%

Join in activities suggested by others. 8 42%

Plays cooperatively with others. 5 26%

Shares willingly. 13 68%

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Easily understands the story. 14 74%

Appears to enjoy learning and 11 58%

performing skills.
Speaks well of self 12 63%

Appears to enjoy performing self – help 10 53%

skills.
Can share what is/are the lesson/s of the 14 74%

story

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings and conclusions based on the

results of the current study. This study aimed to find out the effects of using storytelling

technique to the Kindergarten and Primary Pupils on Gerona Catholic School. The

recommendations intended to strengthen and improve the vocabulary knowledge and

reading comprehension of the High School students through habitual reading to ambit

their vocabulary knowledge and to read with comprehension.

Summary of Findings

Based on the data gathered in relation to the statement of the problem, the

following are the significant findings:

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1.

OBSERVATION CHECKLIST
GERONA CATHOLIC SCHOOL
Pob. 1, Gerona, Tarlac

________________________________________________________________________

“Participation Rates using Storytelling

Technique to the Kindergarten and Primary Pupils”

DIRECTIONS: Observe the class. Your observation should last at least one hour but

may be continued over several visits. Look for signs of development listed below. Record

your findings by placing a check in the appropriate column. If you had no opportunity to

observe a particular behavior, write “unable to observe” in the comments column.

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Key Responses

YES – Skill Observed

NO – Child showed lack of this skill or characteristics

Grade/Level/Section ___________________

Date(s) of Observation(s) _________________

No. Signs of Development Yes No Comments

1 Asking questions about the story.

2 Imagining things based on the story.

3 Can answer to the questions about

the story.
4 Listening sensibly to the story.

5 Pays attention to the teacher.

6 Demonstrates imagination and

symbolic thoughts.
7 Can repeat what the story is all

about.
8 Join in activities suggested by

others.
9 Plays cooperatively with others.

10 Shares willingly.

11 Easily understands the story.

12 Appears to enjoy learning and

performing skills.
13 Speaks well of self
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14 Appears to enjoy performing self –

help skills.
15 Can share what is/are the lesson/s of

the story