Thunder Quatre - Kinaadman - A Series of E-Storybooks For Children On The Importance of Children's Rights PDF

Kinaadman: A Series of E-Storybooks for Children on the Importance
of Children’s Rights
by
Borja, Gary Andrew Brent C.
Francisco, James Arthur G.
Gallardo, Erin Choebe L.
Usi, Charizze Ashley C.
Submitted in Partial Fulfillment of the Requirements for the Degree of
Bachelor of Multimedia Arts

with Specialization in Animation and Digital Film
at
FEU Alabang
February 2023
Mervin G. Sanding
Mark Francis T. Tenoria
©3rd Year Borja, Gary Andrew Brent C., Francisco, James Arthur G., Gallardo, Erin
Choebe L. & Usi, Charizze Ashley C.
All Rights Reserved
The author/s grant FEU Alabang permission to reproduce and distribute the contents of
this document in whole or in part.
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APPROVAL SHEET
The research project entitled “Kinaadman: A Series of Interactive E-Storybooks on

the Importance of E-Storybooks”, prepared and submitted by Usi, Charizze Ashley C.;
Borja, Gary Andrew Brent C.; Gallardo, Erin Choebe L. and Francisco, James
Arthur G., in partial fulfillment of the requirements for the degree of Bachelor of
Multimedia Arts with Specializationin Animation and Digital Film ., is hereby
approved and accepted.
MARK FRANCIS T. TENORIA

Project Mentor
MERVIN G. SANDING
Course Adviser
DR. RAY CARLO A. ABACAN MR. WILSON YU

Panel Member Panel Member
MR. JOFERSON L. BOMBASI

Chairman
Accepted in partial fulfillment of the requirements for the degree of Bachelor of

Multimedia Arts with Specialization in Animation and Digital Film.
DR. JOFERSON L. BOMBASI

Director for Computer Studies
Date: ________________
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ACKNOWLEDGMENT
Without the divine guidance and provision of Heavenly Father, the fountainhead
of knowledge and wisdom, and to whom the researcher seeks to return all praise, the
fulfillment of this scholarly endeavor will not reach the realms of potential.
To Mr. Mark Francis Tenoria, the researcher adviser, for the patience and
continuous guidance all throughout this study;
To Dr. Joferson L. Bombasi, Dr. Ray A.Carlo Abacan and Mr. Wilson L. Yu, the
eminent members of the proposal dense panelists, for their constructive criticisms and
recommendations as well as their meticulous evaluation for the improvement of the study
and as the panelist for the final oral examination, for giving the researchers suggestions
and recommendations to further enhance the quality of the research paper.
To the researcher’s parents who aided the researchers not only financially but also
morally by encouraging them to do their best;
To the researcher’s friends, classmates, and relatives, who have shared their ideas,
resources, and time, by the time this study has been started up to the end of its
culmination, thank you for the friendship, and unwavering support;
To the researcher’s respondents and participants of this study who gave their best
to answer the survey questionnaires conducted;
To everyone who has helped make this scholarly effort a success, both directly
and indirectly.
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TABLE OF CONTENTS
THESIS TITLE…………………………………………………………………………….i
APPROVAL AND ACCEPTANCE SHEET ……………………………………………...ii
ACKNOWLEDGMENT…………………………………………………………………iii
TABLE OF CONTENTS…………………………………………………………………iv
LIST OF TABLES………………………………………………………………………..vi
LIST OF FIGURES 7
LIST OF ABBREVIATIONS 8
ABSTRACT
CHAPTER 1 1
INTRODUCTION 2
1.1. Purpose and Description 3
1.2. Project Context 5
1.3. Objectives 6
1.4. Scope and Delimitations 8
1.5. Significance of the Study 11
1.6. Conceptual Framework 13
1.7. Definition of Terms 14
CHAPTER 2 18
REVIEW OF RELATED LITERATURE AND METHODOLOGY 18
2.1. Foreign Literature 18
2.2. Foreign Studies 23
2.3. Local Literature 26
2.4. Local Studies 34
2.5. Related/ Similar Projects 39
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Synthesis 43
2.6. Requirement Specification
2.6.1 Operational Feasibility 45
2.6.2 Technical Feasibility 46
2.6.1 Schedule Feasibility 48
2.6.1 Economic Feasibility 50
2.7. Project Development 54
2.8. Project Design
2.8.1. Character Profile 58
2.8.2. Set Design 77
2.8.3. Cover Page 80
2.8.4. Synopsis 82
2.6.5. Script 82
2.6.6. Scene Breakdown 101
2.8.7. Production Pipeline 133
2.8.7.1. Pre-Production 134
2.8.7.1. Production 134
2.8.7.1. Post-Production 135
2.9. Data Gathering 135
2.10 Survey Questionnaire
2.11. Sampling Technique 136
2.12 Testing 136
CHAPTER 3 142
RESULTS 142
CHAPTER 4 160
DISCUSSION 160
4.1. Summary of Findings 160 160
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2.7. Conclusion 161
2.8. Recommendations 162
BIBLIOGRAPHY 162
APPENDICES 166
APPENDIX A 166
Communication Letters 166
THESIS READER CERTIFICATION 93
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LIST OF TABLES
Table 1. Developer System Requirements………………………………………… 46
Table 2. User System Requirements …………………………………………….. 47
Table 3. Economic Feasibility …………………………………………………… 51
Table 4. Scene Breakdown for Book 1 …………………………………………… 99
Table 7. Rating Criteria Scale …………………………………………………… 135
Table 8. List of Questions ………………………………………………………… 138
Table 9. Frequency Distribution of Respondents………………………………… 140
Table 10. Frequency Distribution of Respondents According to Occupation……. 141
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LIST OF FIGURES
Figure 1. Ishakawa Diagram .…………………………………………………… 5
Figure 2. IPO Chart …….……………………………………………………….… 13
Figure 3. EkstraOrdinaryo ………………………………………………………. . 39
Figure 4. Image of Three Little Kittens ………….………………………………... 40
Figure 5. Thumbelina .……………………………………………………………. 41
Figure 6. Waiting for BiblioBurro …………………………………………………. 41
Figure 7. Operational Feasibility ………………………………………………… 45
Figure 8. Schedule Feasibility ……………………………………………………… 50
Figure 9. Scrum Methodology …………………………………………………… 55
Figure 10. Steven Universe ……………………………………………………….. 58
Figure 11. Character Reference: “Boy Bo” ………………………………………… 58
Figure 12. Rafael Pamarang Character Turnaround ……………………………….. 59
Figure 13. Rafael Pamarang ……………………………………………………….. 60
Figure 14. Jeepney Driver from Google …………………………………………… 61
Figure 15. Rodolfo Pamarang Character Turnaround ………………………………. 61
Figure 16. Rodolfo Pamarang ……………………………………………………… 62
Figure 17. Character Inspiration from UNICEF …………………………………… 63
Figure 18. Mutya Diaz Character Turnaround ……………………………………… 63
Figure 19. Mutya Diaz ……………………………………………………………… 63
Figure 20. Character Inspiration from UNICEF “#WorldChildrensDay” ………….. 64
Figure 21. Marilyn Pamarang Character Turnaround ……………………………… 65
Figure 22. Marilyn Pamarang …………………………………………………….. 66

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Figure 23. Character Inspiration from UNICEF: #WorldChildrensDay …………… 66
Figure 24. Ray Mark Pamarang Character Turnaround ……………………………. 67
Figure 25. Ray Mark Pamarang ……………………………………………………. 67
Figure 26. Marilyn Pamarang Character Turnaround ……………………………… 68
Figure 27. Marilyn Pamarang Expressions ………………………………………… 68
Figure 28. Marilyn Pamarang ………………………………………………………. 69
Figure 29. Mildred Diaz Expressions ……………………………………………… 69
Figure 30. Mildred Diaz Character Turnaround …………………………………… 70
Figure 31. Mildred Diaz …………………………………………………………… 70
Figure 32. Mrs. Dela Cruz Character Turnaround ………………………………… 71
Figure 33. Mrs. Dela Cruz Expressions …………………………………………… 71
Figure 34. Mrs Dela Cruz ………………………………………………………… 72
Figure 35. Character Inspiration …………………………………………………. 72
Figure 36. Romark Ancheta Character Turnaround …………………………….. 73
Figure 37. Romark Ancheta ……………………………………………………... 73
Figure 38. Stella Gonzales Character Turnaround ………………………………. 74
Figure 39. Stella Gonzales ……………………………………………………… 74
Figure 40. Muning Character Turnaround ……………………………………… 75
Figure 41. Muning ……………………………………………………………… 75
Figure 42. Image of Pamantasang Lungsod ng Muntinlupa …………………… 76
Figure 43. Digital Illustration of School ……………………………………….. 76
Figure 44. Close up image of Pamantasan Lungsod ng Muntinlupa …………… 76
Figure 45. Close up Digital Illustration of School ……………………………… 77
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Figures 46-48. Images of classrooms ……………………………………… 77
Figure 49. Reach for the Stars Cover Page ………………………………… 79
Figure 50. Kinaadman: “Ang Piso ni Rafael” (Book 1) Cover………….. 80
Figure 51. Kinaadman: ”Ang Hiling Ni Marilyn” (Book 2) Cover………… 81
Figure 52. Kinaadman: ”Ang Masipag na si Ray Mark” (Book 3) Cover….. 81
Figure 53. Production Pipeline……………………………………………... 133
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ABSTRACT
This study used two platforms that would be beneficial to children who prefer traditional
or digital learning to address the students' language profiles and reading comprehension
skills. It illustrates the significance and advantages of interaction for a child's
understanding and learning, especially in adults such as parents. For our interactive
component, we decided to make a video that can be viewed as a read along audiobook
version of the books that can be seen through the qr code at the back of the book. This is
great for an alternative experience of the book, if a child would like audio effects and a
guide who could read to them. An engaging setting to practice and enhance reading skills
can be provided by games based on interactive storytelling, which may be especially
beneficial for kids who are falling behind or struggling with these skills. The researchers
have developed ideas and a broad goal to create an interactive storybook on book reading
activities pertaining to children's rights among grade schoolers. Additionally, the
researchers' primary goal is to give children inspiring tales in a trilogy of books that
inspire empowerment to defend and fight for their rights while also raising children's
understanding of their rights. The lack of knowledge and the low regard that society has
for children's rights will be addressed through this study.
Keywords: E-Book, Reading Skills, Interactive, Storytelling and Children’s Rights.

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Chapter 1
INTRODUCTION
According to Robinson (2020), a number of children acquire an innate sense of
justice, fairness and equality. However, it cannot be generalized to the sum of all children
as there are those who are unfortunate in their inability to acquire the privilege of
awareness of their rights, specifically those who are violated and mistreated which leads
them to a deep case of vulnerability. Under human rights, children’s rights are known to
be a subset where children worldwide must have access as it is one of most widely
adopted treaties for a period of time. It is commendable how the Philippine government
has come a long way in fulfilling the rights of the Filipino children. These advancements
have benefited the health of the Filipino children and have contributed to the country’s
well-being. (Lapid, 2020) However, due to the inevitability of the widespread of the
global pandemic of COVID-19, it has negatively affected the progress the Philippines
was inclining to for the children and development of programs for their rights.
According to The Child and Youth Welfare Code (Presidential Decree no. 603) states, ‟A
child is one of the most important assets of the nation.” Hence, rights are entitled to
children solely for their protection. According to the Situation on the Rights of the Child
in the Philippines (2020), the most vulnerable groups to the lack of awareness of their
rights that must be given attention are the street children, children with disabilities, child
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laborers and children belonging to indigenous groups in the Philippines. This has been
alarming, given that under lockdown, many children have been stuck with adults who
may make them feel safe, reducing opportunities for them to voice out their rights.
According to UNICEF (2020), there is an insufficient emphasis offered in ensuring
children are able to know their rights, and acquire confidence and empowerment to voice
their rights. Additionally, reading may be regarded as an imperative skillset in growth and
learning, and learning materials such as storybooks enhance the quality of the learning
environment, contributing to a child’s literacy skills. (Çetinkaya, 2019) Digital devices
such as iPads, smartphones, and e-books have replaced the traditional sources of learning
and entertainment for many children.The importance of reading cannot and must not be
underestimated as it benefits education, social and cognitive development, creativity,
well-being, and even their mental health. The benefits of reading for pleasure in a child’s
daily habits even at a young age are vast and in-depth, and the benefits of reading do not
last only in their childhood years, but last even until their adulthood and senior years.
The researchers have formulated ideas and have a general objective to develop a
project on a Series of E-Storybooks on the Awareness of Children’s Rights among Grade
schoolers from ages 6 to 12 years old. Moreover, the researchers' specific objective is to
provide heartwarming stories in a series of books containing 3 books that spread
awareness to children on their rights and promote empowerment to uphold and fight for
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their rights. This study will serve as a solution to the lack of awareness and value the
society perceives on children’s rights.
1.1.Purpose and Description
The purpose of the study is to enhance the overall learning experience, eBooks
make the learning process more engaging and more interactive. eBooks are also more
cost-efficient than textbooks. According to Yienger (2016), for today’s generation of
children, technological devices such as iPads, smartphones, and e-books have been
quickly replacing the traditional sources of learning and entertainment. As the digital age
progresses, the dramatic decline of reading habits in children progresses with it. The
researchers aim to create an interactive digital platform that will enhance the overall
learning experience in reading. However, according to Collier (2019), the importance of
reading cannot and must not be underestimated as a child’s habit of reading for pleasure
develops and benefits a child’s education, social and cognitive development, creativity,
well-being, and even their mental health. Additionally, incorporating ebook read-a-long
together positively affects a child’s literacy experiences and attitude towards learning that
improves early literacy skills. Subsequently, phonemic awareness is also positively
affected as the recognition of words, sounds, syllables are assisted by the different visuals
and interactive activities a child may explore in the interactive storybook. The proponents
of this study found that raising awareness on children’s rights in the Philippines is
particularly done by NGOs. However, there is a lack of appreciation of children’s rights

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which leads to its lack of prioritization – leading to the children’s lack of understanding
and value to their rights as children. This research seeks to be a learning tool that focuses
on children’s rights for children in grade school and those who have interaction with
them, such as parents, guardians, teachers and the like while promoting phonemic
awareness through the development of an e-storybook – tying together digital visual
learning and audio sensory learning with a scope that is substantial to a child’s overall
growth and development in literacy and social awareness. The proponents of this study
found that developing an e-storybook series educates children more effectively, helps
teachers/parents/guardians through the availability of a new learning tool and future
multimedia artists, specifically story writers, cartoonists or character designers, graphic
artists, layout artists and like, in developing future interactive e-storybooks for children
published digitally, through web.
In addition, the researchers chose to conduct this study as the researchers found
conducting empirical studies on this subject from an educational expert and purpose will
promote the widespread use and implementation of development of e-storybooks that
features alongside the importance of children’s rights, specifically to adults and
additionally, the awareness of children’s rights in the Philippines as the e-storybook
series’ content. This project intends to be a source of awareness and understanding from
children (through the message the storylines of the storybook is purposed to convey) to
their rights as children.
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1.2.Project Context
Figure 1. Ishikawa Diagram
The diagram presents the causes and the result of the effect of the Lack of
Awareness of Children on Children’s Rights in the Philippines. These specific factors are
supplementary for the researchers to conceptualize based on the hindrances that have
caused the lack of awareness of children and what multimedia output may be feasible to
aid as a solution towards the gap on this unlettered aspect towards children.
The tools needed to create a successful interactive e-storybook series will require
the use of digital tablets and pens such as iPad and Wacom to draw the necessary
characters for the storybook, and editing software applications such as Adobe Photoshop,
Adobe Illustrator, Adobe InDesign, Studio Clip Paint and ProCreate to achieve the best
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execution of character design, set design, storyboarding and layout of the interactive
storybooks. Consequently, the researchers will be utilizing the website, Wix.com, in
developing the website’s user interface as the project output will be implemented in a
website platform for web, tablet and mobile devices.
The researchers are to develop a relatable and realistic storyline that would
capture mundane realities in a life of below average Filipino children. The series of
interactive storybooks is entitled “Kinaadman” that means wisdom from the Filipino term
which covers realistic stories that portray children empowerment and awareness towards
children’s rights and the importance of each right tackled in the storybook series.
1.3. Objectives
General Objective
The general objective of this study is to develop and produce a series of
interactive e-storybooks on the awareness and introduction of children’s rights together
with the promotion of phonemic awareness for children in grade school. The rationale of
this study pertains to the effectiveness of inhabiting and applying the format of
e-storybooks to deliver educational knowledge and facts towards children’s rights
awareness and promotion of children empowerment. As to the specific objectives of this
study aims to achieve the following:
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Specific Objectives:
● To develop and create child-friendly stories that introduce 3 children’s rights to
children that they may be made aware of relevant social topics.
● To explore the technique and format of e-storytelling through a digital format of
an interactive storybook published through the web for children – making it more
interesting to read and accessible for children to use.
● To produce the e-storybooks using softwares such as Adobe Photoshop, Adobe
Illustrator, ProCreate and Studio Clip Paint for character and set designing and
storyboarding, Wix.com for the user interface of the website.
● To integrate storyboarding, character designing, multimedia publishing, digital
storytelling, and the application of the 3-step design process in the overall
multimedia project development.
● To interview social workers in the Philippines, particularly from the Department
of Social Welfare and Development to evaluate the efficacy and fruitfulness of the
e-storybook series in terms of clearly conveying the intended message
appropriately for children.
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1.4.Scope and Delimitations
The series of e-storybooks covers only three of the Children’s Rights, also known
as Article 3, Rights of the Child, under the Presidential Decree No. 603: The Child and
Youth Welfare Code in the Philippines, which are the right to an education commensurate
to his abilities, the right to grow up as a free individual, and the right for every child to
have a well-rounded development of his personality that he may be a happy and useful
member in the society, including children with disabilities. This research and the
multimedia project output will not tackle all the Rights of the Child under Presidential
Decree No. 603. The choices for the three topics or specific rights are to be validated by a
Subject Matter Expert from the Department of Social Welfare and Development,
specifically a Children Focal Point Person and Sectoral Focal Point Person for
Children/Children Welfare Expert). Instead, the researchers will tackle three of the
Rights of the Child that are essential to bring awareness even further during the pandemic
with the validation of the said Subject Matter Experts. The e-storybook series will consist
of three books, one book per chosen right. Each e-storybook will contain at least 15-20
pages each. The interactivity included in the interactive storybook are read-a-long sounds
and audio storytelling which may be enabled through a button, short animation of
selected characters and backgrounds per page. The e-storybook series is called
Kinaadman which is a Filipino word that means “knowledge” and “wisdom”, as this is
what the storybook series intends to instill in children – the wisdom of their rights that
empowers them. Given that the storybook series title is in Filipino, all the three
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storybooks will be written in the Filipino language as the intent of the e-storybooks is not
only to educate grade school children from ages 6 to 12 on their rights and citizens and
children of the Philippines, but also to bring them a sense of culture and patriotism
through the promotion of Filipino language rather than the foreign language often used,
English. Given the target audience and users for the e-storybooks are grade school
children from ages 6 to 12, adult supervision will be required when applicable so the
child may have a good learning experience.
The e-storybook series, Kinaadman, revolves around the Pamarang family - a
family with three children named, Rafael Pamarang, Ray Mark Pamarang and Marilyn
Pamarang, whose parents are Rodolfo Pamarang and Marites Pamarang. The first
storybook will revolve around the life of Rafael Pamarang where the story would focus
on the rights of Children’s Rights to Education. The second storybook will revolve
around the life of Marilyn Pamarang where the story would focus on the rights of
Children’s Rights to Play and Information (Proper Use of Gadgets). Lastly, the third
storybook will revolve around the life of Ray Mark Pamarang where the story would
focus on the Rights of Inclusive Education for Children with Disability.
For the first storybook on Children’s Right to Education in times of pandemic, the
story revolves around one main character, Rafael, and minor characters such as Chenelyn,
Rodolfo, Marites, Muning, Mildred, Mrs. Dela Cruz, Marilyn, Raymark and the Crowd.
The first story is about a Filipino boy named Rafael who belonged in a below-average
social class, yet had a dream to finish his education. Rafael always made sure he’d do
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something to achieve his dream, and he made sure he’d save at least one peso a day to
save up for what he needs for his education. In Rafael’s pursuit of his dreams, he sees the
need of those around him as well, and sees it as an opportunity to be generous. Towards a
series of events, Rafael encounters an awareness towards his rights as a child and a
citizen of the Philippines that his dreams are attainable – all he has to do is access his
rights. The second story book covers the Rights to Play and Information (Proper Use of
Gadgets), featuring the life of Marilyn Pamarang as she receives a desire of hers, but she
faces dilemmas, and has to learn good stewardship with the guidance of her parents. The
last topic for the third book is the Rights of Inclusive Education for Children with
Disabilities, featuring the life of Ray Mark Pamarang in his preteen to his teenage years
as he faces the different pressures at home and school that led him to stress, anxiety and
clinical depression which was diagnosed through the help of their school’s Guidance
Counselor who is also a Psychiatrist that helped Ray Mark and gathered the support of
his parents, teacher and school – that may help him live harmoniously despite his found
condition.. The chosen rights that have been the focus of this study and multimedia
project have been verified and validated by Subject Matter Experts from the Department
of Social Welfare and Development. Furthermore, the storyline of the 3 storybooks have
been validated by the Department of Social Welfare and Development.
The e-storybook is limited to having features such as being implemented through
a website platform which is available and responsive for web, tablet and mobile devices.
Additionally, the e-storybook will have its physical book version that has scannable qr
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codes with augmented reality features using the application, Eye Jack. Consequently, the
e-storybook series’ website will also include downloadable publication material files such
as posters of the characters, a few points and daily reminders from each children’s rights
tackled, and these posters may be printed out or downloaded (with assistance of the
parent or guardian if assistance is required) to the gadget used by the child which may be
used as a wallpaper or screensaver of the gadget.
The e-storybooks are intended only to serve as materials to educate and spread
awareness to children about their rights as children through the use of relatable situations
experienced by some Filipino families. The intended output of this study seeks only to
spread the awareness of children’s rights to children and the Philippine community by
communicating the essence of the rights that may be easily comprehended and instilled in
children.
1.5. Significance of the Study
The researchers of this study intend to provide substantial and effective materials
for children in grade school that promote the awareness of the value of children’s rights
and child empowerment in the Philippines and the promotion of using Filipino in
children’s storybooks to encourage patriotism even at a young age. As this study raises
awareness to the said scope and content, the study benefits others as well. This study is
beneficial to the following:
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Children in grade school
The findings of this research is conducive to children who are in grade school
specifically from ages 6 to 12, who are in need of awareness, enlightenment and
education towards their rights as citizens and children in the Philippines. As this study’s
goal is to develop a material, specifically a series of e-storybooks, that intends to bring
awareness to the weight of information children’s rights carry to an easement that is
appropriate towards children of that age’s comprehension. The output of this project also
seeks to promote and instill reading habits in children through developing an enticing
material with substantial content – adding value towards a child’s cognitive and social
development. The language used in the storybooks, Filipino, will be benefiting the
children to learn more about Filipino to promote the Philippine culture and patriotism as
foreign literature slowly is taking over the literature and entertainment that children from
ages 6 to 12 are consuming. Thus, children in grade school may utilize the interactive
storybook series in learning.
The parents, teachers and guardians of children in grade school
As the findings of this research is conducive towards grade school students, the
benefits towards children are extended to the adults in their lives who take responsibility
in nurturing them both in mind and body – this includes a child’s parents, guardians,
teachers, and possibly, even relatives. Thus this study is beneficial as it serves as a
learning tool adults may utilize in teaching children in grade school. The intended output,
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which is an e-storybook series on children’s rights, may serve as an effective approach for
adults to bring children to a clear understanding of their rights.
Researchers
This study uncovers areas in the development and exploration of e- storybooks
and its effectiveness on substantial content such as social issues societal concerns such as
the awareness of the value and importance of children’s rights as instilling awareness in
children builds a platform for a child’s cognitive and social development – recognizing
rights at an early age ensures well-being and development. This research is a contribution
to studies on effective ways to instill social issues to children with a less extensive
approach children may comprehend fully, without compromising the essence of the
message.
Professional and Aspiring Book Writers and Book Illustrators
The gathered data in this research contributes additional information and a deep
understanding on effective ways to educate children towards informational social issues
and societal concerns by the use of e-storybook writing and illustrating approaches that
entices children to read and learn. Consequently, the gathered data contributes to the
effect of Filipino storybooks towards the children of this generation – the effectivity, the
impact of the angle and style taken that seeks to instill patriotism in children.
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1.6. Conceptual Framework
Figure 2. IPO Chart
1.7. Definition of Terms
In order to attain a better understanding of this study, the following operational and
technical terms and their descriptions are provided below.
1.7.1. Operational Terms
● Adobe InDesign - it is defined as the industry-leading layout and page design
software for print and digital media developed by Adobe making multi-page
layouts with a lot of written content, like magazines or books.

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● Adobe Illustrator - it is defined as an advanced, vector-based editing software
used to create logos, graphics, cartoons, and fonts developed by Adobe Inc.
● Adobe Photoshop - it is known as a raster based graphics editor software
developed and published by Adobe Inc. that is mainly used to edit photos or
modify already-created images or graphics.
● Character Design - the full creation of a character's aesthetic, personality,
behavior, and overall visual appearance.
● Character Development - in fiction writing, character development is defined as
a process of creating a unique character with depth and personality. Additionally,
character development is also defined as the change a character goes through over
the course of an entire storyline which is caused by their actions and experiences.
● Clip Studio Paint - it is a software application developed by Japanese graphics
software company Celsys for the digital creation of comics, general illustration,
and 2D animation
● Creative - this is defined as the involvement of imagination and original ideas
that produce artistic work.
● Creative Writing - it is defined to be the art of making things up or creating
through writing like creative nonfiction. Creative writing is known for expression
of ideas that makes a writer step out of reality and into a new realm or would be
brought about by his own imagination. In creative writing, there is a freedom of
expression and emotion, unlike academic writing.
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● Layout Design - this is defined as the process of arranging the visual and textual
elements of a design on-screen or on-paper to grab a reader or audience’s
attention while communicating clear information in a visually appealing and
enticing manner.
● Multimedia Publishing - this is defined as utilization of digital tools and
multimedia software in order to produce interactive media projects, and create
digital and print publications.
● Procreate - it is known as a feature-rich sketching, drawing, and illustration app
available for iPad and designed for professionals.
● Responsive Website - it is defined as an approach to web page creation that
makes use of flexible layouts, flexible images and cascading style sheet media
queries.
● Scriptwriting - it is defined as the process of creating a narrative that conveys a
story.
● Storyboarding - it is known to be the process of developing a graphic organizer
that consists of graphics, illustrations and images which are displayed in sequence
for the purpose of previsualization.
● User Interface - t is defined as the point of human-computer interaction and
communication in a device, application and website. This may include display
screens, keyboards, a mouse and the appearance of a desktop. Consequently, it is
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defined as the way through which a user interacts with an application or a
website.
1.7.2. Technical Terms
● Awareness - it is defined as an understanding of something that is happening or
the existence of something.
● Book Series -it is known to be a sequence of books under the same characteristics
that were identified together as a group. The organization of book series may be
according to different aspects such as written by a common author, published by
the same publisher and more.
● Children’s Rights - known to be human rights set specifically for children that
help and ensure they are protected from threats, exclusions and discrimination
they are vulnerable to.
● Children’s Books - this is defined under children’s literature known as a
collection of books written specifically addressed and accustomed for children or
written about children.
● E-Book - it is defined as a book publication made available in digital form,
consisting of text, images, or both, readable on the flat-panel display of computers
or other electronic devices.
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● Storybook - is known to be a book containing a story or collection of stories
intended for children.
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Chapter 2
REVIEW OF RELATED LITERATURE AND METHODOLOGY
2.1 Foreign Literature
2.1.1 Why children need to be taught more about their human rights
According to Robinson (2020), many children acquire an innate sense of their
rights as children – equality, fairness and justice, and having this sense of rights help
them through their day to day lives which enables them to be confident in utilizing their
rejoice when their justice is compromised. However, there are children who are
unfortunate enough to lack in their awareness towards their rights as children and citizens
in the Philippines. There are numerous children in and outside the Philippines whose
rights are violated and are mistreated, and there are children who are oblivious to their
rights causing them to tolerate their situation brought about by vulnerability. For this
reason, it's imperative for children to gain awareness of their rights which helps them in
sifting whether they are at risk and compromised and they can deal with their situations.
Under Human Rights, there is a specific and accustomed set of rights for children
which are known to be the Rights of the Child, and it states that all children in the world
must have access to it as it is one of the most widely known and adapted treaties in the
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world. Subsequently, given that under the lockdown, brought about by the COVID-19
pandemic, many children have been stuck at home with adults who make them unsafe,
silencing the voice they have and now unheard, all the more it is imperative to promote
children’s rights awareness not only by the knowledge and facts on children’s rights, but
skills and empowerment for the application of the rights in the right way and courage
children to take action to defend and promote their rights when applicable and need.
In conclusion, this literature is a great contribution to the proponents output which
focuses on the urgent demand for an awareness for children on children’s rights. The
urgency explained and pointed out in this piece of literature exhaust the relevance of
instilling children rights and child empowerment to a child, specifically a grade school
child.
2.1.2 Child rights and why they matter
According to UNICEF (n.d.), there is a false notion that children are a property of
their parents or are they objects for charity, as children are also human beings who
deserve equal rights. These rights must be realized and upheld for children to develop to
their fullest potential. With the Convention of the Rights of the Child, they recognize the
value of the human dignity of children and the importance and urgency of ensuring a
child’s well-being and overall development through upholding these rights. It is
imperative to ensure that children’s rights is a bare minimum for the basic quality of life,
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and it is not a privilege available only to some children. These basic rights for children
include children are individuals, children may start as total dependent beings, actions and
inactions of the government impact the lives of children, children’s views must be heard,
changes in society have a negative impact towards children, children’s rights to
healthy-development, and more,
This literature is a great contribution to this study and to the proponents output as
the information tackled implies that the promotion of children’s rights is imperative and
is not to be discounted by the society. This literature expresses a clear plan of action and
objective to be taken for the benefit of the children which benefits the society in its
entirety in the future. The sense of urgency towards children’s rights awareness this
literature sends across establishes the demand for actions taken by society to educate
children and empower them at the same time. This is relevant to justify this study’s
objective and significance to pursue a tool and reading material that promotes children’s
rights awareness.
2.1.3 Why is reading important for children?: Developmental effects.
Reading allows the reader to explore different dimensions through imagination
and immersion between pages of a book. Reading books also allows the readers to learn
new words, experience different emotions, and acquire new skills and knowledge. There
are multiple positive effects of reading on a child’s development – one of these is literacy
skills and social skills, which becomes a stable source of information in a child’s life even
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until adulthood. The benefits of reading as children are assisted cognitive development,
developing empathy, gaining a deeper understanding, building relationships, improved
literacy skills even until adulthood, an extensive vocabulary, greater concentration, and
higher levels of creativity and imagination. This brings relevance and relation to this
study’s claims on the importance of reading as a habit in a child’s daily life.
This literature contains substantial information contributing to the proponent’s
output. This literature explains the importance and relevance of book reading until this
generation. The children in this generation demand for an extensive alternative that they
may enjoy and would be effective to their growth in learning. This literature establishes
that an storybooks would be the most feasible output in relaying information towards
children that is intended for them to retain and uphold, consequently, this information
justifies the relevance and significance of producing and developing a series of
storybooks for children for the intentions of promoting the awareness of children’s rights
that may also lead to the promotion of reading and learning habits to children for the
benefit of their cognitive development.
2.1.4 Why is Reading So Important for Children?
Reading allows the reader to transport into another world and reality, and between
pages of a book, reading allows readers to be immersed in the lives and culture of the
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different fictional characters within a story. There is a vast learning potential when a child
reads a book, and the benefits of book reading would be good if an adult with a position
and authority would ensure reading is part of a child’s daily routine. Numerous research
have been conducted on the benefits of a child’s development – both cognitive and
overall, when he/she reads. One study states reading develops a child’s literacy skills –
fostering communication skills to participate in social conversations and interactions
between children and adults. Reading may also be a ‘stable source of information’
throughout a child’s life. Acquiring assisted cognitive development, development of
empathy, having deeper understanding and building stronger relationships.
This literature provides substantial information and insights on the benefits of
reading towards children, specifically, benefits for growth for well-being and cognitive
development. This literature states children are able to participate in social conversations
with the help of what they have learned and read through the books they have read, and
this provides as a point the researchers to determine whether an e-book would be an
effective and feasible output to clear convey the relevant and eloquent information of
Children’s Rights to children.
2.1.5 Children’s Views on Children’s Rights: A Systematic Literature Review
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Regarding political, economic, social, and cultural rights, children's opinions are
key. It has been established that the UNCRC's conceptualization and integration of these
"general principles" are inadequate. According to Quennerstedt, a better research
foundation will result from "constructing what children's rights are about from a general
human rights vocabulary of civil, political, and social rights." They thus divided into
three groups known as the 3 ps (provision, protection and participation). Therefore, it can
be said that both youngsters who have experienced and been educated about their rights
directly and those who have not seem to appreciate and wish to know and learn about
them (Hareket and Yel, 2017).
2.2 Foreign Studies
2.2.1 The Impact of ebooks on the Reading Motivation and Reading Skills of
Children and Young People
Reading is known to be one of the most important skills acquired by men of all
ages – whether child, teenage or adult, as it is used for recreation and long term personal
growth, and along with this, reading internalizes the ability to extensively take part in the
different conversations on social situations and issues.Electronic publishing and storytelling
has developed during this time, allowing readers access to a vast range and quality of ebooks,
whenever and wherever they happen to have their portable device to hand.
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2.2.2 Affordances and limitations of electronic storybooks for young
children's emergent literacy
There has been a new alternative to printed books for quite some time now, and
these are stories in phones, tablets and other gadgets, which children are able to retain
information from stories through electronic storybooks. Electronic storybooks facilitate
and foster multimedia learning in young children especially those with difficulty in
reading and language. Well-designed and executed technology-enhanced books such as
electronic books may be particularly suited in improving learning conditions for
vulnerable children and allow non-reader risk groups into successful learners.
Electronic storybooks are particularly interesting as these books not only simulate
the experience of reading or listening to a story but also provide technology
enhancements that make the reading experience different and more entertaining from
traditional paper books.
This study provides substantial information and evidence that the intended output
of this research, which is a series of e-storybooks, would be a feasible and effective way
to educate children on children’s rights and spread awareness for the society, community
and young children. This study explains the effectiveness of e-books in fostering learning
most especially towards children.
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2.2.3 The third voice: Do enhanced e-books enhance the benefits of shared
story reading with preschoolers?
In the early age, fairy tales were introduced to young children. Furthermore, it
expands their story comprehension skills and acquires sophisticated language in addition
to code-related skills such as phonological awareness or concepts of print. With the
emergence of technology in homes and school settings, children can watch a narrative o
Many parents and teachers understand the value of reading with young children,
specifically those in preschool to grade school. n before they can read on their own, but
exactly how e-reading fits into the picture remains unclear. E-storybooks are meant for
children as a form of electronic text containing the key features of traditional print books,
such as a child-friendly central topic, illustrations, and pages that are able to turn, but
e-books may also contain digital enhancements and features that make the reading
experience qualitatively different, and perhaps more supportive of the context provided.
This study provides a basis and substantial proof that the intended outcome of this
study is feasible in terms of relaying the eloquent information of children’s rights towards
children. This study discusses the benefits of utilizing an e-book as compared to a
traditional book which serves as evidence e-storybooks are relevant and one with the
content of children’s rights will serve as a substantial addition and contribution to the
multimedia community.
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2.2.4 Faith and children’s rights: A multi-religious study on the Convention
of Children’s Rights
Religious leaders and religious groups have played as essential role models and
contributors towards the advancements children’s rights, and these have presented
important achievements as per the Convention of Rights of the Child through the
significant commitments given by each religious sector and denomination as multiple
religious leaders have taken moral responsibility to safeguard and advocate for the
children into commitment. Religious groups and religious leaders have been active agents
in fostering dialogue, influence of attitude and behavior and inspirational action toward
children. Consequently, the scriptures, belief and faith in religion deem and express value
toward the dignity and sanctity of life in every child. A child’s spiritual development has
been explicitly discussed and recognized in the Convention of the Rights of the Child
under Articles 27 and 17, and findings have shown religious leaders and religious faith
groups foster provisions for a child to appreciate, understand and resonate with ethical
values under the Convention of Rights of the Child and improving the lives of children,
and with aspirations to the improvement of the lives of children around the world with an
aim to end violence towards and against children and an awareness towards this
endeavor.
This study contributes as substantial information and basis for the proponents’
study on the Rights of Children as it discussed one of the rights in the Convention of
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Rights of the Child which imperatively and distinctively contributes to the welfare of
children around the world. This study allows the proponents to understand the importance
and vitality the right of religion is towards children as it not only fosters their values, but
even encourages and edifies them as human beings. Consequently, instilling correct
values, no matter what religion the child decides to believe in, potentially contributes
towards the endeavor of putting an end to child violence and the awareness towards it as
well. This study supports the proponents’ decision on writing an interactive storybook for
children that promotes the awareness of the vitality of children’s rights towards religion.
2.3 Local Literature
2.3.1 A fresh start for filipino children this 2021
The Philippines has positively inclined toward growth in terms of fulfilling and
executing children’s rights – such as improving children’s services and accessible venues
to transpire Filipino children’s participation leading toward their health and well-being.
These inclinations were brought about through collaboration and partnership with the
government. However, the global pandemic has negatively impacted numerous factors
and sectors, and one of those that were greatly impacted was the development on the
execution of children’s rights as there has been a further inclination of children who were
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and are forced to be without accessibility to health, housing, health/nutrition, sanitation
and even water brought about by the rise of poverty due to lockdown and quarantine.
Consequently, the long lockdown has brought vulnerable children into even further
danger through the greater risk of mental abuse, online abuse, mental health issues and
more. Furthermore, the progress toward the implementation and aspirations on the
Sustainable Development Goals are also slipping backwards, having the children to pay
its expenses today and in the near future. In accordance with this dilemma, UNICEF has
formulated a call for global action in hopes to pivot the dilemma back to the inclinations
that was once taking place. Some of these points in the call to action that must be given
urgency have the scopes to ensurance of education for children, a guarantee to health and
nutrition, support towards children’s mental health, an increase of accessibility to clean
and safe water, reverse the rise in poverty and give importance towards the assistance to
children displaced from family. With these existing plans, it is imperative to conspire
towards a rising future for children – building up a country where children will not go
back to what was normal, but something that goes beyond positively for them and the
futures to come.
This local literature written by UNICEF has substantially contributed towards the
justification of the purpose of this study which is the demand of the promotion and
awareness towards children’s rights. The scope of this literature has determined the
urgency of the pursuit to spread the inhibition of children’s rights towards every child and
the society. Aside from the justification of the purpose of this study, this literature also
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determines the result the pandemic has brought out which may be pivoted through the
responsibility of taking hold of the call to action UNICEF has pointed out through
general and specific thoughts and purposes that may be acquired and taken in
consideration through numerous projects for promotion.
2.3.2 Despite progress, children are derived from basic rights in the
Philippines
The Philippines has made significant progress toward children’s rights as there
has been a commitment and ratification to the realization of the Convention of Children’s
Rights back in 2019. However the commitment towards the endeavor must intensify and
multiply in reach and work as numerous Filipino children are still facing deprivation and
are open to vulnerability, preventing their development and even survival. UNICEF has
put together a Situational Analysis back in 2018 within this scope, and may serve as a
good guide in addressing the concerns and issues faced by children. It is imperative for
society to join hands together in striving for support and protection to children against
any form of deprivation and violence that leads them to vulnerability most especially to
those who live in remote areas, are marginalized communities and ethnicities. One of the
measures of barriers suggested to be addressed by UNICEF's situational analysis is
conduction of research on the implications of the social norms of children’s rights and the
promotion of these positive social norms and rights.
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This literature serves as proof of the relevance of this study’s purpose and target
audience as this literature discusses the demand for commitment towards the importance,
implementation and promotion of children’s rights despite the government taking
responsibility and has been committed to different platforms and projects in contributing
to the endeavor. This literature explains the imperative need and demand for society to
take part in contributing as well, and this study’s purpose is to address the said
implication towards the endeavor. COnsequently, this literature has brought about the
demographics of those target audiences that must be given prioritization which
contributes to the proponents’ conceptualization process in choosing which specific
children’s rights to address, which demographic to portray through the characters and
their lifestyle, the situations and conflicts throughout the story book's plot and the scope
to be tackled. In this additional knowledge the proponents have acquired through the
contribution of this local literature, the proponents may acquire a more specific guideline
to be utilized in the whole project management and design process of this research.
2.3.3 Why Children’s Right to Education is Important and How You Can
Help Them Realize It
Children’s oblivion towards their right to acquire quality education and opportunities for
learning is brought about by the disadvantages of their misfortunes as a substantial
number of Filipino children are not as privileged. Furthermore, the COVID-19 pandemic
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has significantly added to the negative effects of the perceptions of children. Therefore, it
is imperative to address the decline to inhabit awareness of the importance not only of
education, but even the importance of children to know and demand for their rights to be
met, in that way, the realization of children towards their rights would allow them fto
frame their lives towards the full potential they may live out instead of keeping them in
deprivation – hindering them from growth and the development of their whole
well-being. One of the rights that must be given importance to prioritize and value is
children’s right to education. Schools foster and stirs up opportunities for a child’s
development to be well-rounded and productive. In addition, sending children and the
youth to schools may prevent them from harmful situations through instilling values and
principles to them. Due to the COVID-19 pandemic, the numbers of students who have
enrolled have declined, and a number of private school students have opted to transfer to
public schools due to enrollment rates. According to the Statistics by Level Up Academy,
97.97% of Filipinos are literature, however, ironically, they ranked the least in reading
comprehension. There are numerous factors that have resulted in the conclusions
transpired such as poverty, family and relational, and consequently, there are also
multiple essential features of education that must be taken in consideration, that of such
are availability, accessibility, acceptability and adaptability. Childhope Philippines has an
advocacy that focuses on Children’s Rights to Education with an objective to equip youth
with knowledge, skills and a point of view that will inspire and empower them to strive
for a good life. Furthermore, the fundamental right of children to acquire education is
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harder for them to realize, and this implication encourages society to take part in
contributing to bridge the gap the dilemma has conspired.
This literature serves as a significant contribution to the proponents study as this
discusses one of the important children’s rights that must be given priority and
commitment by society. This literature justifies the need of a substantial contribution
towards the promotion of the significance of children’s rights to education. The literature
discusses the factors towards the gap that results in a decline in the endeavor of children’s
rights education which may be significant information towards the proponents' process in
developing a story, specifically the plot, setting and demographics of the characters.
Furthermore, this literature discusses essential factors that must be considered for feasible
quality education that may become possible resolutions to the proponents’ story line that
may also imply as suggestions towards more superior and capable authorities.
Subsequently, this literature discusses the intentions and objectives of the children’s right
to education which is to instill the realizations of the youth and children towards their
capabilities for their growth and well-being that may uplift themselves, most of the
Filipino people and the Philippine economy from poverty.
2.3.4 Children with disability are just like any other children
Children with disabilities are known to be amongst those who are marginalized. A
number have become a target for mistreatment in society such as places lie school or
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public spaces. The mistreatment is brought about by the stigma brought about by the false
information and unawareness of most members in society, even children. The society,
which includes even parents, still do not understand and are still unaware of the rights of
those children with disabilities. One of the rights of children with disabilities is their right
to study and acquire competitive education. According to Save The Children (n.d.,),
almost 400,000 children are recorded as children with disabilities in 2010, however only
1 out of 3 of those recorded children have access to education, and amongst those who
are able to acquire education only 1 out of 7 are privileged to have Special Education
classes. There are multiple factors towards a child with disabilities’ inability to acquire
education, and a major factor that contributes to this is the lack of awareness and regard
to children with disabilities by the families themselves – this is caused by the fear for the
safety of the child from bullies that may affect a child’s mental health even further, and
additionally families tend to be fearful towards the expense for the education for children
with special needs. The parents of these children are in need of support equally as those
children with disabilities. One of the biggest steps that may be possibly taken to create a
positive contribution to the issue is to educate children and their parents on the rights of
children, specifically children with disabilities and special needs which is covered by the
UN Convention on the rights of persons with disabilities. There are other supporting laws
that ensure the protection of children with disabilities, and what is vital and needed is to
spread awareness of these. There is a call to action and it is imperative to double efforts
towards ensuring children with disabilities may enjoy the treatment of being just like any
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other child – develop their character and personality so they may be fully open and aware
about who they are and the conditions they face, however, without an empowerment
towards life.
This literature effectively contributes to the proponents’ study as this literature
discusses the gap found in the lifestyle and treatment of children with disability where in,
not all children with disabilities are privileged to have a supportive home that helps in
treating them as young people. This literature solidifies the purpose of the intended
capstone project and solidifies the choice of scope of children’s rights that are deemed
effective and vital towards the endeavors of child empowerment – including those
children with disabilities as they are the ones lacking in empowerment and support.
2.3.5 No Child Left Behind: Study calls for better care for children with
disabilities
The Situation of Children with Disabilities in the Philippines provides and
addresses information towards the understanding and benefits of awareness of children’s
rights and the awareness of the different children’s rights. Consequently, reports under
UNICEF and Department of Social Welfare and Development show that children with
disabilities continue to experience barriers to basic social services, and these children are
less likely to attend school, gain medical services and access. UNICEF works together
with organizations such as the NGO of Philhealth to develop packages that encourage
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those children with disabilities — exploring how to create safer platforms for children
with disabilities, helping not only the children with disabilities, but the people around
them through awareness, improving their situations through a disability-inclusive
environment. There are numerous partners even from abroad who commit to the
endeavor of creating a safe space and an environment that fosters the growth of children,
which is inclusive of children with disabilities as well. Producing a comprehensive
service framework and a strong referral system for children with disabilities integrates
different social services.
This literature brings substantial information to the proponents’ study as this
literature talks about the situation of children with disabilities' rights in the Philippines,
this includes the development of disability-inclusive environments – allowing children
with disability to freely grow without being mistreated. It is also discussed how
awareness towards children’s rights for those with disabilities not only benefits those with
disabilities, but even those around them – potentially creating safe spaces to grow and
learn alongside each other. This literature solidifies the intended scope of the proponents’
capstone project or output which is spreading awareness on children’s rights, and one of
those are the rights of children with disabilities through the platform of children’s books –
building platforms of awareness towards social issues and information through a more
comprehensible content for the point of view or perceptions of children in grade school.
2.4 Local Studies
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2.4.1 Situation of the Rights of the Child in the Philippines
Privilege is prominent in the Philippines as the nation shares a divide on the
lifestyle of the different Filipino youth and children. There is an inadequate
implementation of human rights in the Philippines at one point to another, and there are
multiple demographics of children seen as the most vulnerable such as street children,
children with disabilities, child laborers and children from indigenous groups. Poverty is
the common ground of these vulnerable children groups, and this worsens their already
difficult situations that endanger their future, but it is good to recognize the commitments
done by the government to address the dilemma found for the future of these children –
combatting any form of discrimination and distractions.There is a lack as regrettably,
there is an insufficiency in the distribution of responsibilities on disseminated tasks for
school programs. There are multiple ill-treated children who are ill-treated or who are
gender violent. This literature contributes substantial information towards the papers’
content and additional information in terms of wanting to add a point taken by or for
people from Favour church. There are different situations a child may go through, and
one of the effective avenues to address certain issues or to promote an awareness for an
issue is through campaigns.
This study substantially contributes to the proponents’ intended output and scope
as this study discusses the dilemma found in the unawareness of people, specifically
children, on their rights and children which greatly affects them in certain moments, but
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furthermore, the children outside their spheres or inside the spheres of influence. This
study solidifies the purpose of the study by explaining what would be at risk if there is no
awareness of children’s rights, and subsequently, what kind of things the awareness of
children’s rights may foster and what peace it may bring towards children, both inside
and outside.
2.4.2 The Perceived Challenges in Reading of Learners: Basis for School
Reading Programs
The administration of reading among Aurora schools is one type of reading
evaluation that identifies the perceived needs, issues, and other major challenges
confronting the schools in terms of their students' ability to learn to read. It also looked at
the actual consequences and effects on the standard of teaching and learning in schools,
as well as their believed causes, origins, and accompanying variables. As a result, a clear
and accurate image of the state, dynamics, and impact of reading programs and
interventions collected from all schools in Aurora was clarified and validated by the
Schools District Profile, Challenges, and Issues (SDPCI). Additionally, data from every
school districts' Schools Agenda for Improving Reading Skills (SAIRS) was gathered.
This study revealed that the majority of students were experiencing frustration. The
absence of a reading culture, the presence of learners-at-risk, and non-mastery of the
reading elements were other perceived causes, origins, and attendant variables of the
students' reading level. The suggested reading programs and activities may be used as
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reading literacy initiatives in schools and as a component of contextualized reading
curriculum. These programs are divided into three categories: individual reading recovery
programs, enrichment/enhancement programs, and literacy programs.
2.4.3 Influence of Story Books at Children’s Library on Reading Culture of
Pupils in Public Primary Schools
It is impossible to promote reading culture in a society. It must be started. Primary
school students need to develop a reading culture, which calls for the publishing business
to hire qualified authors and produce their work in an appealing manner. The requirement
for a distribution mechanism necessitates the use of libraries and bookstores. Recognizing
the crucial responsibilities that parents, teachers, and librarians play in helping children in
public primary schools start reading voraciously and cultivate excellent reading habits is
crucial. In order to foster a reading culture among students, children's and school libraries
should also organize programs, book clubs, storybooks, photographs, and computer
storytelling. In order to improve the reading culture among 13-year-old students in public
schools, the study advises adding additional storybooks to children's libraries. The second
recommendation is for the school administration to appoint qualified school librarians to
oversee the kid's library. The government should provide adequate, high-quality, and
current library resources to the existing children's libraries. The ministry of education
should also include library periods to the academic calendar. The press and reading clubs
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are two examples of school-based organizations that local governments should use to
promote reading. This study looked into how storybooks in children's libraries affected
the reading habits of students in public schools. Since there is a substantial difference in
performance between students exposed to storybooks in the experimental group and
students in the control group, it is concluded that storybooks enhance reading culture
among students in public schools. Finally, when exposed to storybooks, male and female
students in public elementary schools did not read differently on average. As a result,
exposing students to picture books can enhance their reading habits.
2.4.4 PANIGAL-OT An Action Research Study on the Experience of the
Iloilo Mega Book Fair in Persisting to Provide a Space for West Visayan Literature
during the Pandemic
Since 2015, the group has been working together to plan events. The logistical
needs of seminars, conferences, and book launches were no problem for them to handle.
They had not, however, planned a gathering amid a global pandemic that forbade
attendees from making intimate physical contact with one another. It was simple for them
to accept that despite lockdowns and strict orders of physical distance, it was still very
likely to keep IMBF running in the midst of a pandemic because all of their knowledge
came from academia (both the Department of Education and the Commission on Higher
Education pressed on to continue the school year during a health crisis). Given the
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situation they were in, they realized that webinars would help them engage participants
and encourage exchanges between presenters and them. In spite of the physical
separation protocols put in place during the pandemic, this study investigates the event
planners' experiences with constructing a community-based endeavor to keep dialogues
about reading, writing, and publishing going.
2.4.5 Reasons why you need to learn to read Filipino literature to your kids
Fostering a community that appreciates and supports local campaigns, arts,
business and more are important ideals to acquire even at a young age as it teaches you to
give regard towards fellow Filipinos. The love for country continues to be a vital
responsibility in every Filipino, and it is the responsibility of the generation or ages that
have gone before to instill patriotism in the youth today, and an imperative aspect to
patriotism besides for love for country is to intentionally desiring to known more – just
like the Filipino language and their fluency towards it. Exposure to Filipino literacy as
early as possible not only brings children an understanding of the language, but it is a
form of introducing the community and culture that comes alongside it. There has been a
rise of foreign literature for quite some time now that has greatly impacted the Filipino
youth to consume instead of local literature. Reading Filipino literature not only enriches
the knowledge of the language, but it establishes a deeper connection towards one’s
culture, anchoring themselves in their citizenship. To produce active members of the
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country, it is imperative to keep children informed, no matter what their age is. Shielding
them towards what is true in the realities of the world and even this country keeps them
oblivious towards things they must or could stand up for. The most effective way to
influence people is by informing them – empowering them with knowledge that may
create change. Through the rise of foreign literature and influences that Filipinos partake
in, there has been a decline of children speaking the Filipino language which has gone to
become alarming. One of the ways in keeping and instilling your country’s identity,
culture, history and values is through language and literature.
This study significantly contributes to the proponents’ study through the
discussion of one of the problems in terms of Philippine literature and how it is addressed
by the youth and by children of this generation. This study has determined the gap and
decline of Philippine literature because of the rise of foreigh literature in the latest
generation, and the decline in those who speak the Filipino language has been clearly
pointed out. As Filipinos, it is unwise and unpatriotic to tolerate such as it is imperative
for the younger generation to take responsibility for their nation. Furthermore, the best
way to influence the next generations is to keep them informed and involved, and one of
the best ways to do that is through the power of literature. This study solidifies the
intention of the proponents to develop a storybook for Filipino grade school children
from ages 6 to 12 written in the Filipino language – allowing the children to have open
hearts and minds to both the storybooks content, but even how it is written.
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2.5 Related/ Similar Projects
2.5.1 Art Spiegelman’s Maus: A Survivor’s Tale
Maus is a work made by Art Spieglman. Maus is considered as a representative
work in second-generation Holocaust literature, literature about the Holocaust written
from the perspective of the survivors’ children. Yet Maus also inherits how children
content creators write a piece in a much simpler way for children to confront this
historical catastrophe.
Source: amazon.com
2.5.2 Bakit Dalawa Ang Tatay Ni Emman by Mervin Sanding
From the second point of view from how the story was constructed, the
application of an animal narrator creates an effective impact in the cognitive data towards
the target audience which are grade schoolers. This method guarantees a higher chance of
target audience on keeping children focused and stay on reading til the end of the
storybook.
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Figure 3.
Bakit Dalawa Ang Tatay Ni Emman
Source: Mervin Sanding
2.5.3 Despicable Me: Three Little Kittens storybook
The researchers will conduct a storybook inspired from the original story of Three
Little Kitten from the movie “Despicable Me 2” where Gru puts off her adopted children
to bed along with storytelling the book itself.
45
Figure 4. Image of Three Little Kittens from Google
2.5.4 Thumbelina
The artstyle in which revolves a great textured design came from the inspiration
of “Thumbelina,” a character illustration of a female child that was little, but had a
dream. The plot was an inspiration for the books in the e-storybook series as each
character had a parallelism to thumbelina as a dreamer, and that is a point that the
proponents of this study want to share towards the children readers as well.
46
Figure 5. Thumbelina
2.5.5 Waiting for BiblioBurro by Monica Brown
47
Figure 6. Waiting for BiblioBurro
Synthesis
In this chapter, the different studies and literature from both foreign and local
have been discussed with different points and data that contributes to the proponents’
intended outcome, and the different literature and studies have directed, inspired and
guided the approach, framework, intent and development process the proponents would
take in developing the capstone project of an e-storybook series, called Kinaadman. The
Children’s Rights discussed within the different review of related literature have created a
background a basis for the proponents to evidently see the demand for a multimedia
project that serves as a puzzle piece and solution towards the gap of the problem, and the
literature review has given direction to approach the demand in the specific aspect to
48
address it with the intention of the clear understanding, comprehension and absorption of
grade school children from ages 6 to 12. In one of the related literature, it has been
discussed that in writing storybooks for children, there must be a clear demographic for
segregation and the ranges of the age group are usually closer to each other in order to
effectively execute the right writing style and plot in addressing them. However, due to
the demand to instill the awareness of children’s rights to every Filipino child, it is
imperative for the researchers to develop stories that would resonate and interest the wide
range of the age 6 to 12 rather than writing for a specific grade in grade school only.
The children’s rights which are Rights to Education even in times of pandemic,
Rights to Play and Information (Proper Use of Gadgets) and Right to Inclusive Education
(for children with disabilities) have been the first three rights selected by the proponents
through the validation of The Department of Social Welfare and Development for this
capstone project as the review of related literature has discussed that these rights have
been the most controversial, and it is imperative for children to have a clear
understanding of these to frame their value system, stances, perception and even
principles in order to utilize their voice even as children as the Convention of the Rights
of the Child state children’s rights are equally as important to any human being.
Consequently, the discussions on the best way to introduce substantial and depth-filled
information to children that they may comprehend clearly is to introduce the information
through stories that they may relate to or regard compassion to by applying real life
situations towards the stories. In the review of related literature, as this generation steps
49
out towards the digital age, the best way to effectively cultivate and foster a learning
culture and interest in children, is to develop an accessible platform for learning through
a touch of technology – education through storytelling by utilizing e-storybooks. The
literature review served as a framework on the effectiveness and reliability of e-books,
and how storytelling and e-books may be incorporated together that may be best to apply
to capture the minds and eagerness of the children. The review of related literature has
significantly contributed to the proponents’ design and production process and project
management for this capstone project.
50
2.6 Requirement Specification
2.6.1 Operational Feasibility
Figure 7. Operational Feasibilty
51
To produce a series of e-storybooks, it is imperative for the respondents to
apply the 4 M’s in the entire process – consisting of Manpower, Materials,
Methods and Management. Under Manpower, there you will find the Project
Manager, Editor, Writer, Web Designer, Illustrator, Layout Artist and the
Audience. Consequently, under the materials, you will find the main equipment,
both laptop and iPad, for illustration, scriptwriting, and layouting of the
storybook.. In order to produce an efficient and satisfying e-storybook for
children, the researchers included in the Methods to conduct interviews and
consultations with children’s storybook writers as their inputs provide guides to
the researchers throughout the production process. Lastly, it is imperative to
follow the 3-Step Production Process under Management which includes the
Pre-Production Phase, Production Phase and Post-Production Phase.
2.6.2 Technical Feasibility
In the Production Phase of this capstone project, there are numerous
hardwares and software materials the researchers must utilize in order to make a
series of e-storybooks possible and effective.
The needed hardware materials to execute the desired output are listed below:
● Laptop/Desktop – Macbook Pro macOS Monterey 12.2.1
● iPad Pro 9.7 inches and Apple Pencil 1st Generation
● Wacom Intuos
52
For the illustration, editing, layouting and writing of the storybook, below
are the softwares and applications to be utilized:
● Adobe Photoshop (for illustration/layout)
● ProCreate (for illustration)
● Clip Studio Paint (for illustration)
● Adobe Illustrator (for illustration/layout)
● Adobe Dreamweaver (for web design)
● Google Docs (for writing)
Developer System Requirements
Workstation
RAM 4GB of RAM
OS Microsoft Windows 10
macOS Monterey 12.2.1
Storage Capacity 1TB external storage

256GB internal storage
Software Requirements
Adobe Photoshop for Macbook Pro RAM: 8GB

OS: macOS Monterey
12.2.1
Storage Capacity: 16GB
Adobe Illustrator for Macbook Pro RAM: 8GB

OS: macOS Monterey
12.2.1
53
Adobe Dreamweaver for Macbook Pro RAM: 2GB

OS: macOS Monterey
12.2.1
Storage Capacity:2GB
ProCreate for iPad Pro RAM: 8GB

OS: iOS 15
Storage Capacity: 100MB
Clip Studio Paint for Microsoft RAM: 2GB

OS: Windows 10
Google Docs (Online via Google

Chrome)
Wix.com
Table. Developer System Requirements
User System Requirements
Any handheld device (Android and iOS) Android ver. 8 and above
iOS ver. 10 and above
Consumable Mobile Data or WIFI At least 520mbps

connection
Stable Internet Connection Broadband Internet

Connection
Personal computer with sound and video Integrated sound and video
card card
Laptop SSD Storage

2GB of RAM
Table 1. User System Requirements
54
2.6.3 Schedule Feasibility
This capstone project will undergo a laid out project timeline in
chronological order. In most cases, it will serve as a line with dates per week,
tasks and events that will occur or have already occurred within the project
capstone. The figure above is a visual reference point that allows the members to
understand the flow of steps necessary to complete a task that will start and end
consecutively in a week.
In the first week, the proponents were tasked to brainstorm a topic in its
scope and limitation for the very main book.
55
56
Figure 8. Schedule Feasibility
2.6.4 Economic Feasibility
The proponents of this study have created a low-budget interactive storybook
series for children with the topic scope on children’s rights. Since the proponents are still
students with no personal income, it is imperative and expected for the proponents to
create a budget with minimal estimated cost.
57
BUDGET
ANALYSIS
MATERIALS Member 1 Member 2 Member 3 Member 4 TOTAL
EQUIPMENT/S
Laptop/Desktop OWNED OWNED OWNED OWNED 0

Member has Member has Member has Member has
owned the owned the owned the owned the
device prior device prior device prior device prior
to the to the project to the project to the
project. project
iPad with Apple OWNED 0 0 0 0

Pencil Member has
owned the
device prior
to the project
Drawing Tablet: 0 OWNED 0 0 0

Wacom Intuos Member has
owned the
device prior
to the project
SOFTWARE/S
AND
APPLICATION/
S
Adobe Creative Subscribed Subscribed Subscribed Subscribed Php

Cloud with a with Adobe with a with a 797.00/a
subscription Students. subscription subscription month
together with together with together
the school’s Php 797.00/a the school’s with the
tuition fee. month tuition fee. school’s
(For A.Y. (For A.Y. tuition fee.
2021-2022 (Proponent’s 2021-2022 (For A.Y.
Term 3) personal Term 3) 2021-2022
expense) Term 3)
58
ProCreate Php 562 0 0 0 0
(Member has
a
subscription
prior to the
project)
ClipStudio 0 0 FREE 0 0
Member has
a
subscription
prior to the
project
Wix FREE FREE FREE FREE 0

(the (the (the (the
proponents proponents proponents proponents
are using the are using the are using the are using the
free version) free version) free version) free version)
Fliphtml5 Platinum Platinum Platinum Platinum

Membership Membership Membership Membership
Php 500.00 Php 500.00 Php 500.00 Php 500.00
1st Book Php 1,500.00 Php 1,500.00 Php 1,500.00 Php Php
Printing 1,500.00 6,000.00
(1 copy for 3
books)
2nd Book Php 3,825.00 Php 3,825.00 Php 3,825.00 Php Php
Printing 3,825.00 15,300.00
(3 copies for 3
books)
Table 3. Economic Feasibility
The table above indicates that the estimated and expected cost focuses and is
based on the cost of the digital implementation of the book itself – fees and cost for
59
developing a series of children’s e-storybooks. The proponents are only shouldering
expenses for the development of materials as all other materials utilized in production are
owned by the proponents such as the proponents’ laptops, iPad and drawing tablets.
Consequently, the softwares and applications utilized are owned by or already subscribed
to by the proponents.
● Tangible Benefits - The funds used have been accounted for a reduced and
increased cost.
● Intangible Benefits - The output of this project, which is a series of e-storybooks
on children’s rights, contributes to the proponent’s target audience which are
children who are in grade school, specifically from ages 6 to 12. This output
offers them a child-friendly and comprehensible material for a child to understand
his/her own child rights. It is the proponents’ intention to spread awareness on the
importance of children’s rights, commitment of society to children’’s rights and
the overall awareness of a child regarding their rights that bring empowerment to
the child. The success of this output brings satisfaction toward the proponents.
3.1.5 Requirements Modeling
60
In the Conceptual Framework of this study, the I.P.O. (Input, Process, Output) was
discussed and elaborated. The figure represents and explains the researchers’ thought
process in collating an idea to produce a feasible multimedia project that embodies and
addresses to serve as a solution or a bridge towards the gap of the problem stated.
The figure indicates the requirements which are imperative in the production of a
series of children’s e-storybook which consists of three books on children’s rights, these
requirements are divided into two aspects which are software and skill requirements.
These requirements are a prerequisite to the further requirements in the production phase
and pre-production of the intended output. In summary of all requirements, these
requirements lead to the production of the final output which is three books in one
children’s e-storybook series on children’s rights.
2.7 Project Development
In the development and production of a successful and effective capstone project,
the proponents utilized the Scrum Methodology to acquire a better and an ease
production process in completion of the capstone project’s output; Kinaadman: A Series
of E-Storybooks for Children on the Importance of Children’s Rights. This methodology
kept the team and tasks organized and served as a projected timeline – increasing
productivity and team’s objectives.
61
Figure 9. Scrum Methodology
The framework in the figure above serves as a guide for the team to increase
productivity and to stay aware of the progress in the capstone project – pending tasks,
upcoming meetings, pending tasks, tools like software/applications and hardware for the
developmental process of each for this capstone project. To further explain the figure,
here are the following:
Product Backlog - The pending tasks that must be done by the respondents for this
capstone project are found in the product backlog.
PENDING TASKS FOR PRODUCT BACKLOG:
- Full Script and Storyline
- Character Design
62
- Set Design
- Book Layout Coverage Page
- Web designing
- Short animation
Design - This part covers and includes the Documents, Promotional Materials for the
output, Character Designs, Set Design, Animation Design, Cover Page and the
e-storybooks themselves.
Sprint Planning Meeting - Plotting out the tasks to do and its distribution were done
through meetings as a team which occurred for 1-2 hours for the finalization of the
intended multimedia output for this capstone project.
Usable Software/Hardware: The proponents of this study utilized Adobe Photoshop,
Adobe Illustrator, and ProCreate for software and application Consequently, the
researchers will utilize Wix.comr for the website’s web design. Laptops, iPad and
drawing tablets like Wacom Intuos were used for hardware.
Sprint Backlog - This also identifies the pending tasks of the team from the product
backlog, however it is specific as to what has been agreed and discussed during the Sprint
Planning Meeting.
Sprint Automation - Testing of the usability of the website that serves as the platform
book into an interactive book digitally – testing the responsiveness and usability of the
platform of a website as it is needed for the technological assessment of the e-storybook

63
series. The softwares utilized have been a major contribution and platform for this
process in developing the project as those that have been utilized for the creation and test
of the capstone project itself.
Daily Scrum Meetings - In increasing and ensuring productivity, daily tasks were
distributed and checked on during the group meetings and consultations of the
proponents’ mentor in order to check progress and updates made by each team member
and on the output itself – ensuring contributions have been made.
Sprint Execution - This has focused on each sprint goal that the team has
made(workflow). Task planning, managing tasks, attending daily meetings and
communication had covered this area of the project in order to complete the sprint
backlog. The group focused on each goal the team set in the production workflow. This
area covers the different meetings, consultations, task planning and responsibility of tasks
to ensure the project is in the process of being completed while each individual in the
team is contributing.
Sprint Review Meeting - The project manager is to inspect each outcome and contribute
the different progress each member has been assigned tasks to determine whether they
need to add more workload on their Product and Sprint Backlog. This also covers the
meeting for the final decision on the Sprint Retrospective.
64
Sprint Retrospective - This covers the data gathering and insights gathering from the
team towards a commemorated decision and understanding what to do for the final
output.
2.8 Project Design
2.8.1 Character Profile
Figure 9. Steven Universe
65
Figure 10. Character Reference: “Boy Bo”
Character design by Katerina Kasyanova
Figure 11. Rafael Pamarang Character Turnaround

66
Figure 12. Rafael Pamarang
Image of Steven Universe (upper left), Image of character design by KATERINA
KASYANOVA (upper right) and Character illustration of Main character Rafael
Pamarang, a Filipino grade school student (third photo below). The artstyle for Rafael
was inspired by the hair from the main character of the TV series “Steven Universe.”
While the body and elements of clothing for Rafael revolve around the character design
by Katerina Kasyanova, named “ Boy Bo.”

67
Figure 13. Jeepney Driver from Google
Character Inspiration
Figure 14. Rodolfo Pamarang Character Turnaround
68
Figure 15. Rodolfo Pamarang
69
Figure 16. Character Inspiration from UNICEF
Figure 17. Mutya Diaz Character Turnaround
70
Figure 18. Mutya Diaz
Image of a character from youtube source UNICEF India’s
“#WorldChildrensDay: What are child rights and why are they important?” (left),
Character illustration of Mutya Diaz, a Filipina grade school student who is a close friend
of Rafael.
71
Figure 19. Character Inspiration from UNICEF “#WorldChildrensDay:
Figure 20. Marilyn Pamarang Character Turnaround
72
Figure 21. Marilyn Pamarang
Figure 22. Character Inspiration from UNICEF: #WorldChildrensDay
73
Figure 23. Ray Mark Pamarang Character Turnaround
Figure 24. Ray Mark Pamarang
74
Image of a character from youtube source UNICEF India’s
“#WorldChildrensDay: What are child rights and why are they important?” (left),
Character illustration of Ray Mark Pamarang, Rafael’s older brother co inspired by the
artstyle from UNICEF India video.
Figure 25. Marilyn Pamarang Character Turnaround
75
Figure 26. Marilyn Pamarang Expressions
Figure 27. Marites Pamarang
76
Figure 28. Mildred Diaz Expressions
Figure 29. Mildred Diaz Character Turnaround
77
.
Figure 30. Mildred Diaz
78
Figure 31. Mrs. Dela Cruz Character Turnaround
Figure 32. Mrs. Dela Cruz Expressions
79
Figure 33. Mrs. Dela Cruz
Figure 34. Character Inspiration
Figure 35. Romark Ancheta Character Turnaround
80
Figure 36. Romark Ancheta
81
Figure 37. Stella Gonzales Character Turnaround
Figure 38. Stella Gonzales
82
Figure 39. Muning Character Turnaround
83
Figure 40. Muning
84
Figure 41. Dr. De Leon
85
Figure 42. Alfred De Guzman
2.8.2 Set Design
86
Figure 41. Image of Pamantasang Lungsod ng Muntinlupa
Figure 42. Digital Illustration of School
Figure 43. Close up image of Pamantasan Lungsod ng Muntinlupa
Figure 44. Close-up Digital Illustration of School

87
88
Figures 45-48. Images of classrooms
2.8.3 Cover Page
Figure 48. Reach for the Stars Cover Page
Image of a Cover of a storybook titled “Reach for the Stars” was inspired by the
format design and placement of the character
89
Figure 49. Kinaadman: “Ang Piso Ni Rafael”: (Book 1) Cover
Image of illustration: mockup the first storybook Kinaadman: “Ang Piso Ni
Rafael” (right)
90
Figure 50. Kinaadman: ”Ang Hiling Ni Marilyn” (Book 2) Cover
Figure 51. Kinaadman: “Ang Masipag Na Si Ray Mark” (Book 3) Cover
91
2.8.4. Synopsis
a. Book 1 Ang Piso Ni Rafael
Ito ay kwento ng isang bata na nangangarap mag aral sa magandang paaralan na si
Rafael. Ang kaibigan niyang si Mutya ay nais tumulong sa kanyang magulang para sa
kanyang darating na pasukan ng high school. Mayroon nga ba karapatan ang bawat bata
na makapag aral sa gusto nilang paaralan?
b. Book 2 Ang Hiling Ni Marilyn
Si Marilyn ay isang makulit at masayahing bata. Siya ay bunso sa tatlong magkapatid. Lagi
ito nagdaral sa paggising sa umaga, bago kumain ng tanghalian at bago matulog. Ganon pa
man ay tila ba may napabago sa kanyang nakasanayan. Ano kaya ang kanyang ginagawa?
Ano ang dahilan upang mabago ito?
c. Ang Masipag Na Si Ray Mark
May mga bagay na hindi natin naipapahayag ang damdamin natin lalo na kung iniisip natin
na nag iisa lang tayo. Si Ray Mark ay isang masipag na estudyante. Lagi sya nakakakuha ng
gantimpala sa kanilang paaralan. Ngunit sa likod ng kanyang kasipagan, may mga bagay na
hindi nya kontrolado ang lahat. Ano nga ba ang kalagayan ni Ray Mark?
92
2.8.5. Script
a. Story for Book 1: Ang Piso Ni Rafael
Ang Piso Ni Rafael
PG1:
Kamusta! Ako si muning, ang tagapagsalaysay ng kwento ng isang bata na

magbibigay satin ng inspirasyon upang magsikap at ipakita na hindi hadlang ang
kahirapan para maabot ang ating pangarap sa buhay.
___________________________________________________________________________
PG2: ILLUSTRATION
___________________________________________________________________________
PG3:
Piso. Tama, piso nga. Maliit, bilog at matigas. Wag natin maliliitin ang piso mga
bata, dahil dito nabibili natin ang gusto natin na pagkain kagaya ng candy o di
kaya makakapag ipon tayo gamit na piso upang makabili ng kasuotan. May
ipapakilala pala ako na isang bata tiyak na magugustuhan nyo. Siya ay si Rafael
ang batang masipag at madiskarte sa buhay. Araw araw sya nag iipon ng piso.
Bakit nga ba? Tara! Sabay natin alamin ang kwento ni Rafael.
___________________________________________________________________________
PG4: ILLUSTRATION
___________________________________________________________________________
PG5:
“Nay, mauuna na po ako” sabi ni Rafael. “Sige anak mag ingat ka” sagot naman ni Marites.
93
Si Rafael ang gitnang anak sa tatlong magkakapatid nila Rodolfo at Marites. Sila ay
nakatira sa dikit dikit na bahay at ang kanilang tahanan ay gawa lamang sa kahoy. Ang
trabaho ng kanyang ama ay namamasada ng jeep at ang kanyang ina naman ay
namamasukan sa kanilang kapitbahay para gumawa ng gawaing bahay.
___________________________________________________________________________
PG6: ILLUSTRATION
___________________________________________________________________________
PG7:
“Malapit na pala ako grumaduate, saan kaya ako magcocollege?” palaisipan ni Rafael.
Biglang napaisip si Rafael kung saan sya makakakuha ng sapat na pera para sa
kanyang pag aaral sa high school. Dito na niya nadiskubre na ang pag iipon ng piso na
galing sa kanyang baon ay magagamit nya sa susunod na pasukan.
______________________________________________________________________________
PG8: ILLUSTRATION
______________________________________________________________________________
PG9:
“Kamusta ka?” nakangiting tinanong ni Mutya. “Okay lang naman ako” sagot naman ni
Rafael.
Si Mutya ang kababata ni Rafael. Nag iisang anak lang si Mutya kaya meron silang
sapat na pera para sa pag aaral nya ng high school.
______________________________________________________________________________
PG10: ILLUSTRATION
______________________________________________________________________________
PG11:
“Ang bilis ng oras” malungkot na sinabi ni Rafael.
94
Hindi parin makapaniwala si Rafael na malapit na matapos ang school year nila
ngayong grade 6. Iniisip nya kung makakapag aral pa ba sya sa high school. Kaya di
sya nawalan ng pag asa at patuloy na nag hulog ng barya sa kanyang alkansya.
______________________________________________________________________________
PG12: ILLUSTRATION
______________________________________________________________________________
PG13:
“Anak, mukhang hindi ka muna makakapasok sa darating na pasukan” malungkot na sinabi
ni Mildred. “Po? Bakit nay? Sayang naman po” tarantang tinanong ni Mutya.
Madaming luha ang ibinuhos ni Mutya sa kanyang narinig. Halos wala na sya ganang
kumain o lumabas dahil parang nawalan ng saysay ang kanyang pinaghirapan sa pag
aaral.
______________________________________________________________________________
PG14: ILLUSTRATION
______________________________________________________________________________
PG15:
“Mutya? Ok ka lang? Mutya?” tanong ni Rafael. “Hindi na daw kasi ako makakaaral sa
susunod na taon. Nabalitaang naaksidente ang aking tatay sa kanyang trabaho sa abroad.
Okay pa kaya si papa? ” sagot ni Mutya habang may tumutulong luha sa kanyang mga
mata.
Nalaman ni Rafael ang nangyari kay Mutya. Gusto niyang tumulong pero hindi niya
alam kung ano ang dapat niyang gawin.
___________________________________________________________________________
PG16: ILLUSTRATION
______________________________________________________________________________
PG17:
*Makalipas ng tatlong araw*
*Nasa eskwelahan na sila para matuto*

95
“Magandang Umaga mga anak” Maligayang pagbati ni Mrs. Dela Cruz. “Magandang umaga
din po aming mahal na guro” masayang pagsagot ng mga estudyante.
Ikinagagalak ni Mrs. Dela Cruz na ipaalam sa kanyang mga estudyante na sa darating

ng high school ay mas lalo pa sila mabibigyan ng karapatan para mamili ng kanilang
magiging tungkulin ayon sa kanilang angking talento at kahusayan sa iba’t ibang
paraan.
_____________________________________________________________________________
PG18: ILLUSTRATION
______________________________________________________________________________
PG19:
*Eksena ng mag asawa*
“Eto lang ang pasada ko ngayon, sorry mahal, konti lang kasi pasahero ko ngayon”
malungkot na pagpapaliwanag ni Rodolfo. “Wala din ako napasukan ngayon” dismayang
pagsagot ni Marites.
Napag usapan ng mag asawa na hindi na muna mag aaral ang dalawang anak nila at
uunahin muna makatapos si Ray Mark.
_____________________________________________________________________________
PG20: ILLUSTRATION
______________________________________________________________________________
PG21:
“Anak, ano ginagawa mo dyan?” tanong ni Mrs. Dela Cruz. “Wala lang po ito” nakangiti na
parang may itinatago si Rafael. “Andami mo naman barya” pagdududang pagkasabi ni Mrs.
Dela Cruz. “Opo, balak ko po ito gamitin para sa susunod na pasukan ko po.” sagot ni
Rafael.
96
Nagkaroon ng interes ang kanyang guro dahil sa dalang barya ni Rafael. Ipinaliwanag
ni Mrs. Dela Cruz ang kahalagahan ng barya at hindi ito basta basta igagastos lang.
______________________________________________________________________________
PG22: ILLUSTRATION
______________________________________________________________________________
PG23:
*Nakauwi na si Rafael sa kanyang tirahan*
“Rafael? Nakauwi kana pala” sabi ni Marites. “Bakit po Inay?” sagot naman ni Rafael.
“Anak, pwede bang huminto ka muna pansamantala? Patapusin lang muna natin ang kuya
mo” Mahinahon na pagkasabi ni Marites. “Ok lang po sa akin nay, naiintindihan ko naman
po kayo” sagot ni Rafael.
Labis ang tuwa habang naiyak ang kanyang nanay dahil tinanggap eto ng buo ni
Rafael.
_____________________________________________________________________________
PG24: ILLUSTRATION
______________________________________________________________________________
PG25:
“Ito, sayo na lang” nakangiting sinabi ni Rafael. “Diba ipon mo ito? Bakit binigay mo sakin
ito. Sayo yan” sagot ni Mutya. “Mas kailangan mo yan, huwag mo na ako alalahanin, mag
aral ka ng mabuti at makapag tapos ng pag aaral para matulungan mo ang iyong magulang”
ipinagmamalaking pagkasabi ni Rafael.
Naging masaya si Rafael na nakatulong sya sa iba. At labis din ang pasasalamat ni
Mutya sa kanya.
_____________________________________________________________________________
PG26: ILLUSTRATION
97
______________________________________________________________________________
PG25:
Piso. Tama, piso nga. Maliit, bilog at matigas. Sa mundo ngayon, wala
tayong makukuha kung walang pera. Kaya mga bata alamin natin kung
ano ang mga kailangan natin at gamitin ang pera sa tama. Ako’y mag iipon
na rin ng pera. Sa susunod ulit!
_____________________________________________________________________________
PG26: ILLUSTRATION
______________________________________________________________________________
b. Story for Book 2 : Ang Hiling Ni Marilyn
Ang Hiling Ni Marilyn
PG1:
Gadget. Gamit na kinaaaliwan ng mga bata sa henerasyon natin ngayon. Sa

paggamit nito ay mas mapapabilis ang gawain at nakakadagdag ng kaalaman sa
kanila. Ngunit nagiging dahilan din para hindi magawa ang mga bagay na
nakasanayan. May ipapakilala ako na isang cute na bata na si Marilyn. At
mayroon syang isang kahilingan na gusto makuha. Halina’t samahan nyo ako at
makinig sa kwento nya. Tara.
__________________________________________________________________________
_
PG2: ILLUSTRATION
___________________________________________________________________________
PG3:
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“Mga anak. Gising na kayo. Nakahanda na ang almusal nyo” sabi ni Mrs. Marites
Masayang nakapagluto ng almusal ang kanilang nanay. Kaya ito ay nagmadaling

gisingin ang kanyang mga anak.
___________________________________________________________________________
PG4: ILLUSTRATION
___________________________________________________________________________
PG5:
“Wow ang sasarap naman ng luto mo inay.” Tuwang pagkasabi ni Rafael. “Syempre kaya ko
nga pinakasalan nanay nyo kase wala ng makakatalo sa luto nya.” Tuwang pagkasabi ni Mr.
Rodolfo. “Yieeee” sagot ng mga anak nila. “Nako itigil nyo na yan” Sabi ni Mrs. Marites.
Nagkaroon ng asaran at tawanan sa hapag kainan dahil sa matatamis na sagutan ng

magulang nila.
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PG6: ILLUSTRATION
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PG7:
“Kainan naaa!” sigaw ni Rafael. “Teka lang kuya, di ba po pray muna” sagot ni Marilyn. “Sige
anak simulan mo na” utos ni Mrs. Marites. “Opo nay” sabi ni Marilyn.
Sabay sila nagdasal sa harap ng hapag kainan upang magpasalamat sa mga pagkain na
nasa harapan nila.
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PG8: ILLUSTRATION
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99
______
PG9:
*Isang gabi*
*Tinawag ni Rodolfo ang kanyang asawa na si Marites para sabihin ang kanyang surprisa
kay Marilyn*
“Asan si Marilyn” bulong ni Mr. Rodolfo. “Natutulog na sa kwarto nila” Sagot ni Mrs.
Marites. “May ireregalo kase ako sa kanya” masayang pagkasabi ni Mr. Rodolfo. “Sigurado
akong matutuwa sya dyan” sabi ni Mrs. Marites.
Nagplano sila Mr. Rodolfo at Mrs. Marites ng isang surprisa na gagawin nila kay
Marilyn.
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PG10: ILLUSTRATION
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PG11:
*Ikinaumagahan*
“Anak, gising na, may surprisa kami ng nanay mo” Nasasabik na paggising ni Mr. Rodolfo.
“Ano po iyon tay?” Tanong ni Marilyn.
Dumating na yung araw na susurprisahin nila Mr. Rodolfo at Mrs. Marites ang kanilang
anak na si Marilyn dahil sa magandang ipinapakita neto sa kanyang pag aaral.
______________________________________________________________________________
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PG12: ILLUSTRATION
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PG13:
“Wow tay ang ganda po ng tablet” Tuwang tuwa na pagsabi ni Marilyn. “Regalo namin
yan ng nanay mo anak dahil ikaw ay isang napakamasunuring anak. Ngunit, anak, gusto
lang namin ipaalala sayo na may tamang oras sa pag gamit ng iyong gadget.” Sagot ni
Mr. Rodolfo. “Opo, opo! Maraming salamat po tay!” Ngiting pasasalamat ni Marilyn.
100
Tuwang tuwa si Marilyn na nakatanggap sya ng tablet galing sa kanyang magulang.
______________________________________________________________________________
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PG14: ILLUSTRATION
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PG15:
*Makalipas ng ilang araw*
“Anak kain na tayo” Sabi ni Mrs. Marites. “Marilyn? Saan kana?” Tawag ni Mr. Rodolfo.
Laking pagtataka ng mag asawa kung bakit hindi pa umuupo sa lamesa si Marilyn
para magdasal.
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PG16: ILLUSTRATION
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PG17:
“Anak? Anak bat nandito ka pa? Kakain na tayo” Utos ni Mrs. Marites. “Saglit po nay
tatapusin ko lang” Sagot ni Marilyn.
Tinignan ni Mrs. Marites ang kanyang anak na si Marilyn kung ano ang ginagawa
nya. Laking gulat ng kanyang nanay sa nakita nya na naglalaro padin si Marilyn ng
kanyang tablet. Ilang araw ay nakalipas na hindi lang ang pagkain ang kinalimutan ni
Marilyn kundi pati ang paggawa ng kanyang takdang aralin, gawaing bahay at ang
pagsasama sa kanyang pamilya.
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101
PG18: ILLUSTRATION
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PG19:
*Isang gabi*
“Bakit ganon si Marilyn, hindi na sya nagdadasal ulit kagaya ng dati. Na aadik na sya sa
tablet nya!” Nag aalala na pagkasabi ni Mrs. Marites. “Pansin ko din, parang hindi na sya
nakakaalis sa pwesto nya sa kakalaro ng tablet” Sagot ni Mr. Rodolfo. “Dapat dyan
kinukuhaan ng tablet!” Galit na pagkasabi ni Mrs. Marites
Nag aalala na ang kanyang nanay, ganon din ang kanyang tatay sa ipinapakita ni
Marilyn.
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PG20: ILLUSTRATION
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PG21:
*Pag uwi ni Marilyn galing sa paaralan*

*Si Marilyn ay umiyak*
“Anak? Ano ang nanyare sayo? Bakit ka umiiyak” sabi ni Mr. Rodolfo. “Tay sorry po talaga.
Alam ko pong kasalanan ko ito pero hindi ko po sinasadya.” Sagot nito. “Ano ba talaga
nangyari anak? Bakit ka nagkakaganyan?” Tanong ni Mr. Rodolfo.
Iyak ng iyak si marilyn dahil hindi sya makapaniwala sa nalaman nya.
______________________________________________________________________________
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PG22: ILLUSTRATION
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102
PG23:
“Kasi po bumagsak po ako sa pagsusulit kanina dahil hindi po ako nag aral kagabi.” sabi ni
Marilyn. “Alam mo ba anak. Kaya ka namin binilhan ng tablet ay para makapagaral ka ng
mabuti at magawa mo ang iyong mga kinakailangan sa klase, hindi para sa paglalaro
lamang.” Paliwanag ni Mr. Rodolfo. “Opo tay patawad po.” Sabi ni Marilyn.
Pumasok na si Marilyn sa kanyang kwarto para makapag pahinga.
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PG24: ILLUSTRATION
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PG25:
“Asan si Marilyn?” Tanong ni Mrs. Marites. “Pumasok na sa kwarto nya.” Sagot ni Mr.
Rodolfo. “Kamusta naman sya?” Tanong ni Mrs. Marites. “May problema sya kanina.” Sabi
ni Mr. Rodolfo.
Nag usap ang mag asawa tungkol sa kalagayan ng kanilang anak na si Marilyn.
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PG26: ILLUSTRATION
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PG27:
*May narinig si Marilyn na nag uusap sa labas ng kwarto nya*
“Ano kaya ang ingay non?” Tanong ni Marilyn. “Nakauwi na pala si nanay galing sa
palengke.”
Lumabas si Marilyn sa kanyang kwarto at nakita nya na kakauwi lang galing sa

palengke ang kanyang nanay. Narinig din nya na sya ang pinag uusapan ng kanyang
103
magulang.
“Alam ko na kung ano ang dapat ko gawin para hindi na ako pinoproblemahin nila nanay at
tatay.” sagot nito sa sarili.
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PG28: ILLUSTRATION
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PG29:
*Kinabukasan*
“Nay, Tay, Kain na po tayo” Masayang pagkasabi ni Marilyn. “Sige anak tawagin mo na
tatay mo” Sagot ni Mrs. Marites. “Sige po nay” Sabi ni Marilyn. “Ayan kumpleto na
tayo” Nakangiting pagkasabi ni Mr. Rodolfo. “Dasal na po tayo” Pag aaya ni Marilyn.
Masaya na ulit ang buong pamilya dahil nagagawa na nila ang kanilang
nakasanayan na sabay sabay kumain sa hapag kainan.
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PG30: ILLUSTRATION
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PG31:
Gadget. Gamit na kinaaaliwan ng mga bata sa henerasyon natin ngayon. Sa

paggamit nito ay mas mapapabilis ang gawain at nakakadagdag ng kaalaman sa
kanila. Ang importante ay matuto tayong gamitin ito ng tama at hindi abusuhin
ang kakayahan nito. Ako nga pala si muning ang tagapagsalaysay sa kwento ni
Marilyn. Hanggang sa susunod ulit. Paalam!
104
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PG26: ILLUSTRATION
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c. Story for Book 3 : Ang Masipag Na Si Ray Mark
Ang Masipag Na Si Ray Mark
PG1:
Sipag. Nakakamangha nga makakita ng mga masisipag na estudyante. Nabibigyan

sila ng mga medalya o gantimpala at mas nakikilala ang mga pangalan nila dahil
sa angking galing nito sa paaralan. Ngunit dapat ba na lagi sila perpekto at
nakakatapos ng maaga? Napapagod din ba sila? Kamusta mga bata. Ako nga pala
si muning at samahan nyo ako na kilalanin ang masipag na estudyante na si Ray
Mark.
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_
PG2: ILLUSTRATION
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PG3:
*Isang Araw*
*Papasok sa klase si Mrs. Dela Cruz*
“Magandang umaga sayo Ray Mark.” Pagbati ni Mrs. Dela Cruz. “Magandang umaga din
po sainyo Mrs. Dela Cruz.” Sagot nito. “Napaaga ka ngayon, talagang masipag ka na
estudyante.” Sabi ni Mrs. Dela Cruz.
Hindi maipaliwanag ang ngiti na pinapakita ni Ray Mark dahil sa kagustuhan nyang
makinig at magkaroon ulit ng bagong kaalaman sa araw na ito.
105
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PG4: ILLUSTRATION
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PG5:
“Ok class nabigay ko na sainyo ang mga gagawin nyo at bukas may quiz tayo. Maaari na kayo
umuwi” Pagpapaalam ni Mrs. Dela Cruz. “Salamat Mrs. Dela Cruz!” Sagot ni Ray Mark.
Agad na nagligpit ng mga gamit si Ray Mark para makapag handa sa kanyang pag uwi.
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PG6: ILLUSTRATION
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PG7:
“Psst! Psst!” Tawag ni Alfred. “Ano yon?” tanong ni Ray Mark. “Klasmeyt baka naman
paggawa ako ng aking takdang aralin, nahihirapan kase ako.” Sabi ni Alfred. “Sige pero dapat
aralin mo din eto.” Sagot ni Ray Mark. “Ayon, salamat!” Tuwang sagot ni Alfred.
Sa kanyang pag labas ng silid-aralan bigla syang sinabihan ng klasmeyt nya para
magpatulong sa kanyang takdang aralin.
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PG8: ILLUSTRATION
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PG9:
*Nakauwi na sa kanilang tahanan si Ray Mark*

*At ang kanyang magulang ay nasa sala nanunuod sa telebisyon*
106
“Mano po tay, mano po nay” Sabi ni Ray Mark. “Ray Mark ayusin mo nga yung nasirang
electric fan ng kapatid mo.” Utos ni Mr. Rodolfo. “Sige po tay, saglit lamang po at may
tatapusin lang ako na gawain sa school.” Sagot nito. “Sige anak magpahinga kana.” Sabi ni
Mrs. Marites.
Pag uwi galing school ni Ray Mark ay agad sya pumuwesto sa kanyang lugar kung
saan duon sya nagawa ng mga takdang aralin nya sa school.
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PG10: ILLUSTRATION
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PG11:
*Kinabukasan*
*Kumakatok si Mr. Rodolfo sa kwarto ni Ray Mark*
“Ray Mark!” Sigaw ni Mr. Rodolfo. “Bakit po tay?” Tanong ni Ray Mark. “Bat hindi mo inayos
yung sirang electric fan ng kapatid mo!?” Sabi ni Mr. Rodolfo. “Sorry tay pagod lang po ako sa
mga pinapagawa sa school.” Rason ni Ray Mark.
Habang pinapagalitan si Ray Mark ng kanyang tatay sa labas ng kwarto nya ay biglang
lumabas naman ang ang kanyang ina dahil sa ingay na naririnig nya.
______________________________________________________________________________
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PG12: ILLUSTRATION
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PG13:
“Ano ang nangyayari dito?” Tanong ni Mrs. Marites. “Etong anak mo hindi ginawa yung
iuutos ko sa kanya, napakadali lang naman ang inuutos ko, ang tamad na nya.” Sagot ni Mr.
Rodolfo. “Sorry po tay” Malungkot na pagkasabi ni Ray Mark. “Sige na anak, mag handa
kana sa pagpasok mo sa school.” Bilin ni Mrs. Marites. “Opo nay.” Sagot ni Ray Mark.
Agad na inawat ni Mrs. Marites ang kanyang asawa na si Mr. Rodolfo dahil sa
pagtataas nitong boses sa kanilang anak.
107
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PG14: ILLUSTRATION
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PG15:
*Pagpasok ng silid aralan si Ray Mark”
“Anak ok lang ba?” Tanong ni Mrs. Dela Cruz. ”Opo maam, ok na ok po.” Nakangiting
pagkasabi ni Ray Mark. “May napansin lang ako na yung isang takdang aralin mo ay hindi mo
na nagawa.” Sabi ni Mrs. Dela Cruz. “Ah ganon po ba maam, bawi nalang po ako.” Sagot nito.
Agad na umupo si Ray Mark sa kanyang upuan at bakas padin sa kanyang mukha ang
nangyari sa kanilang tahanan.
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PG16: ILLUSTRATION
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_______
PG17:
“Klasmeyt tapos naba yung takdang aralin ko?” Tanong ni Alfred. “Ha?” Patanong din na sagot
ni Ray Mark. “Yung takdang aralin ko tapos mo na ba?” Tanong ni Alfred. “Ah hindi pa, sorry
nakalimutan ko gawin” Malungkot na sagot ni Ray Mark. “Ano ba yan di ba masipag ka, bahala
ka nga dyan!” Sabi ni Alfred.
Habang tumatagal ay nawawala sa sarili si Ray Mark at tila ba may nabulong sa kanya.
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PG18: ILLUSTRATION
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108
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PG19:
*Habang nagtuturo si Mrs. Dela Cruz*
*Napayuko si Ray Mark sa kanyang arm chair*
“WAAAAAAAAAH!” Sigaw ni Ray Mark. “Anak ok ka lang ba? May masakit ba sayo?” Pag
aalala ni Mrs. Dela Cruz. “AYAW KO NA!” Pagpapatuloy na sigaw ni Ray Mark. “Siguro
kailangan na natin ipadala si Ray Mark sa pwedeng kumausap sa kanya.” Palaisipan ni Mrs.
Dela Cruz
Para tumigil na si Ray Mark sa kanyang pagsisigaw. Nagpatawag na ng tulong si Mrs.

Dela Cruz para maalalayan si Ray Mark papuntang Guidance Office.
_____________________________________________________________________________
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PG20: ILLUSTRATION
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PG21:
*Pagdating sa Guidance office*
“Magandang umaga sir, maaari nyo po ba ako tulungan?” Paghingi ng tulong ni Mrs. Dela Cruz.
“Pakialalayan nalang sya sa pag upo” Utos ni Dr. De Leon. “Sige po sir.” Sagot ni Mrs. Dela
Cruz.
Dahan dahan nila inalalayan sa pag upo si Ray Mark at binigyan ng tubig para
maalalayan.
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PG22: ILLUSTRATION
109
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PG23:
“Ano po ba ang nangyari?” Tanong ni Dr. De Leon. “Maam sa kalagitnaan po kase ng aking
pagtuturo ay bigla po sya nagsisisigaw na parang wala sa sarili.” Kwento ni Mrs. Dela Cruz.
“Pwede ba pakitawagan ang magulang nya.” Utos ni Dr. De Leon. “Masusunod po maam”
Sagot nito.
Nang mahimasmasan na si Ray Mark. Ipinatawag ni Dr. De Leon ang kanyang

magulang para maagapan ang problema na dinadala nya.
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PG24: ILLUSTRATION
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PG25:
*Dumating na ang magulang ni Ray Mark sa Guidance office*
“Magandang umaga po! Ako nga po pala ang nanay ni Ray Mark” Pagpapakilala ni
Mrs. Marites. “Magandang umaga din po sainyo. Ako ang Guidance Counselor sa
paaralan na ito at eto naman po pala si Mrs. Dela Cruz ang tagapayo ni Ray Mark”
Pagpapakilala ni Dr. De Leon. “Magandang umaga din po.” Sabi ni Mrs. Dela Cruz.
“Ayon po pala sa pagoobser ko sa anak nyo na si Ray Mark ay..” Pagpapaliwanag ni Dr.
De Leon.
Pagkatapos magpakilala nila sa isa’t isa ay pinag usapan naman nila ang tungkol
sitwasyon ni Ray Mark. Nagbigay din ng paliwanag ang Guidance counselor ayon sa
kanyang pagoobser sa anak ni Mrs. Marites.
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110
PG26: ILLUSTRATION
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PG27:
*Umiyak si Mrs. Marites*
“Hindi ko alam na ganyan pala pinagdadaanan ng anak ko.” malungkot na pagkasabi ni

Mrs. Marites. “Tahan na po, tutulungan po namin kayo.” Sabi ni Mrs. Dela Cruz. “Ang
dapat na kailangan ni Ray Mark ngayon ay kontrolin ang kanyang galit sa pamamagitan ng
tamang paghinga, magkaroon ng komunikasyon at intindihin sya.” Payo ni Dr. De Leon.
Nagbigay ng mga payo ni Dr. De Leon para matulungan si Mrs. Marites na gabayan
ang kanyang anak.
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PG28: ILLUSTRATION
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PG29:
*Palabas na ng Guidance office sila Mrs. Marites at ang kanyang anak na si Ray Mark*
“Maraming salamat sainyo, ngayon alam ko na kung paano ko matutulungan ang anak ko.”
Pagpapasalamat ni Mrs. Marites. “Handa po kami tumulong para sa anak nyo.” Sabi ni Dr.
De Leon. “Magbibigay din po ako ng update tungkol sa anak nyo po. Ingat kayo!” Sabi ni
Mrs. Dela Cruz.
Tuwang tuwa si Dr. De Leon at ang tagapayo ni Ray Mark dahil natulungan nila ang
kanilang estudyante bago pa lumala ang sitwasyon nito.
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111
PG30: ILLUSTRATION
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PG31:
*Pagkauwi sa kanilang tahanan*
*Sumalubong sa kanila si Mr. Rodolfo*
“Sorry anak, patawarin mo sana ang tatay mo.” Paghingi ng tawad ni Mr. Rodolfo. “Sorry
po tay, may kasalanan din po ako.” Sabi ni Ray Mark. “Gusto mo ba pumunta tayo sa
paborito mong lugar?” Pag aya ni Mr. Rodolfo. “Sige po tay!” Tuwang tuwa na pagkasabi
ni Ray Mark.
Nang malaman ni Mr. Rodolfo ang sitwasyon ng kanyang anak na si Ray Mark ay
agad ito niyaya na lumabas para makapag ehersisyo at mabawasan ang kanyang
iniisip.
_____________________________________________________________________________
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PG32: ILLUSTRATION
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______
PG31:
Sipag. Nakakamangha nga makakita ng mga masisipag na estudyante. Nabibigyan

sila ng mga medalya o gantimpala at mas nakikilala ang mga pangalan nila dahil
sa angking galing nito sa paaralan. Pero dapat alamin din natin ang kanilang
sitwasyon dahil lahat tayo ay nagkakaroon din ng problema na dapat intindihin.
112
Kamusta mga bata. Ako nga pala si muning ang tagapagsalysay ng kwento ni Ray
Mark. Hanggang sa susunod na pagkikita natin mga bata. Ingat!
_____________________________________________________________________________
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PG32: ILLUSTRATION
______________________________________________________________________________
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PG27: ILLUSTRATION
______________________________________________________________________________
2.8.6 Scene Breakdown
a. Book 1: Ang Piso Ni Rafael
Ang Piso Ni Rafael
Scene Characters Action/Flow Location Dialogue Storyboard
1 Character: Narrator Pamarang Muning: “Kamusta! Ako si

Muning will introduce Residence muning, ang
herself in the first scene tagapagsalaysay ng kwento
ng isang bata na
magbibigay satin ng
inspirasyon upang
magsikap at ipakita na
hindi hadlang ang
kahirapan para maabot
ang ating pangarap sa
buhay. “
113
2 N/A
A short Piso. Tama, piso nga.
preview/teaser of Maliit, bilog at
how the title aligns matigas. Wag natin
through the story maliliitin ang piso
while entering a mga bata, dahil dito
rising action nabibili natin ang
gusto natin na
pagkain kagaya ng
candy o di kaya
makakapag ipon
tayo gamit na piso
upang makabili ng
kasuotan. May
ipapakilala pala ako
na isang bata tiyak
na magugustuhan
nyo. Siya ay si
Rafael ang batang
masipag at
madiskarte sa
buhay. Araw araw
sya nag iipon ng
piso. Bakit nga ba?
Tara! Sabay natin
alamin ang kwento
ni Rafael.
3 Muning will introduce Pamarang

the main character and Residence Muning: “Si Rafael ang
his mother and father gitnang anak sa tatlong
as well as the parent’s magkakapatid nila
job and their situation Rodolfo at Marites. Sila
in the story. ay nakatira sa dikit dikit
na bahay at ang kanilang
A short line will tahanan ay gawa lamang
included for the rising
sa kahoy. Ang trabaho
action of where Rafael
ng kanyang ama ay
is going out early to
namamasada ng jeep at
school while his
ang kanyang ina naman
114
mother sends him off ay namamasukan sa
kanilang kapitbahay
*The narrator follows para gumawa ng
him wherever he goes* gawaing bahay.”
“Nay, mauuna na po
ako” sabi ni Rafael.
“Sige anak mag ingat ka”
sagot naman ni Marites.
4 While Rafael is on his Street “Malapit na pala ako

way to the school, his grumaduate, saan kaya
thoughts wandered off ako magcocollege?”
about how near is his
palaisipan ni Rafael.
graduation ceremony
and that where else he
would be going to Muning: Biglang napaisip
college at. si Rafael kung saan sya
makakakuha ng sapat na
He also saw a random pera para sa kanyang pag
coin on the street that aaral sa high school. Dito
gave him hope and a
na niya nadiskubre na
plan of what he’ll have
ang pag iipon ng piso na
to save up for.
galing sa kanyang baon
*The narrator follows ay magagamit nya sa
him wherever he goes* susunod na pasukan.
5 As Rafael arrived at the School

Pamantasan Lungsod ng Hallway “Uy, Kamusta ka
Makatingan. He passes Rafael?” nakangiting
by Mutya tinanong ni Mutya.
“Okay lang naman ako”
*The narrator follows sagot naman ni Rafael.
him wherever he goes
and introduces the
character Mutya*
Muning: Si Mutya ang
Mutya greets Rafael kababata ni Rafael. Nag
with a simple Filipino iisang anak lang si
gesture. Mutya kaya meron
silang sapat na pera
115
para sa pag aaral nya
ng high school.
6 Si Rafael ay Classroom “Ang bilis ng oras”

nababagabag sa bilis ng malungkot na sinabi ni
panahon na inaalal nya
Rafael.
ang kanyang
kinabukasan.
Hindi parin
makapaniwala si Rafael
na malapit na matapos
ang school year nila
ngayong grade 6. Iniisip
nya kung makakapag aral
pa ba sya sa high school.
Kaya di sya nawalan ng
pag asa at patuloy na nag
hulog ng barya sa
kanyang alkansya.
7 A quick cut scene of Diaz’s “Anak, mukhang hindi ka

Mutya’s flashback Residence muna makakapasok sa
memory situation for (Flashback) darating na pasukan”
her upcoming school malungkot na sinabi ni
year. Her mother
Mildred. “Po? Bakit nay?
explained to her that she
might not be able to Sayang naman po”
enroll for her next tarantang tinanong ni
school year. As her Mutya.
father passed away from
abroad and will cover a Muning: Madaming luha
lot of money. ang ibinuhos ni Mutya sa
kanyang narinig. Halos
Mutya felt agitated and
wala na sya ganang
hopeless when she
heard the sad news from kumain o lumabas dahil
her mother itself. parang nawalan ng saysay
ang kanyang pinaghirapan
sa pag aaral.
116
8 Rodolfo confronted
Marites about his “Eto lang ang pasada ko
minimal income and ngayon, sorry mahal,
also Marites had konti lang kasi pasahero
unusually done less than ko ngayon” malungkot na
half of her labors to pagpapaliwanag ni
cover the family’s Rodolfo. “Wala din ako
financial status. They napasukan ngayon”
thought that it would be dismayang pagsagot ni
much better to prioritize
Marites.
Ray Mark’s graduation
than the other kids. Napag usapan ng mag
asawa na hindi na muna
mag aaral ang dalawang
anak nila at uunahin
muna.
9 Back to the present, Classroom

Rafael asks Mutya if “Mutya? Ok ka lang?
she is doing alright. Mutya?” tanong ni
While Mutya cries out Rafael.
her heart towards Rafael
about her situation due “Hindi na daw kasi ako
to this pandemic and the makakaaral sa susunod
loss of her father. na taon. Nabalitaang
naaksidente ang aking
tatay sa kanyang
paglalakbay sa trabaho
ayon sa aking ina.
AKoay nag-aalala kung
okay pa kaya si papa? ”
sagot ni Mutya habang
may tumutulong luha
sa kanyang mga mata.
“
Muning: Nalaman ni
Rafael ang nangyari
kay Mutya. Gusto
niyang tumulong pero
hindi niya alam kung
ano ang dapat niyang
gawin. May nakita
117
siyang piso sa sahig at
duon nya naisip na
ibigay nalang ang
kanyang naipon na
piso sa kanyang
alkansya.
10 As Rafael comforted classroom

her and thought that her “Ito, sayo na lang”
Mutya deserved to have nakangiting sinabi ni
his savings from his Rafael. “Diba ipon mo ito?
Piggy bank in order to Bakit ibibigay mo sakin.
continue her studies so Sayo yan” sagot ni
he gave it to her. Chenelyn. “Mas kailangan
mo yan, huwag mo na ako
alalahanin, mag aral ka ng
mabuti at makapag tapos
ng pag aaral para
matulungan mo ang iyong
magulang”
ipinagmamalaking
pagkasabi ni Rafael.
Naging masaya si Rafael

na nakatulong sya sa iba.
At labis din ang
pasasalamat ni Chenelyn
sa kanya.
11 After a few days passed, Classroom

a scene where the *Makalipas ng tatlong
Principal greets the araw*
students a good
morning and the *Nasa eskwelahan na sila
students greeted them para matuto*
back
“Magandang Umaga mga

anak” Maligayang pagbati
ni Mrs. Dela Cruz.
118
“Magandang umaga din
po aming mahal na guro”
masayang pagsagot ng
mga estudyante.
Ikinagagalak ni Mrs.
Dela Cruz na ipaalam sa
kanyang mga estudyante
na sa darating ng high
school ay mas lalo pa sila
mabibigyan ng
karapatan para mamili
ng kanilang magiging
tungkulin ayon sa
kanilang angking talento
at kahusayan sa iba’t
ibang paraan.
12 Mrs. Dela Cruz starts CLassroom

her lesson regarding the BAKIT MAHALAGA
importance of money ANG PAG-IIMPOK – Sa
shown on the board paksang ito, ating
pag-aaralan kung bakit
nga ba mahalaga ang
mag-impok ng ating pera
sa kasalukuyang
panahon.Alam naman
nating lahat na tayo ay
nasa panahon ng
pandemya. Kaya naman,
malaking oportunidad ito
para mag-impok ng pera.
Hindi tayo sigurado sa
mga posibleng mangyari
sa atin, kaya naman, mas
mabuti na lagi tayong
handa.
Source from :
119
https://www.affordableceb
u.com/load/schools_unive
rsities/bakit_mahalaga_m
ag_impok_ng_pera_sagot
_bakit_mahalaga_ang_pa
g_iimpok_sa_paksang_ito
_ating_pag_aaralan_kun
g_bakit_nga_ba_mahalag
a_an/23-1-0-31465
12 As Rafael passes by School Lobby

Mrs. Dela Cruz. Mrs. “Anak, ano ginagawa mo
Dela Cruz noticed dyan?” tanong ni Mrs.
Rafael’s piggy bank and Dela Cruz. “Wala lang po
became curious about it. ito” nakangiti na parang
Rafael replied that he may itinatago si Rafael.
will use the savings “Andami mo naman
from the piggy bank for barya” pagdududang
his enrollment. And pagka sabi ni Mrs. Dela
Mrs. Dela Cruz initiated
Cruz. “Opo, balak ko po
to be careful in
spending the coins. ito gamitin para sa
susunod na pasukan ko
po.” sagot ni Rafael.
Nagkaroon ng interes
ang kanyang guro dahil
sa dalang barya ni
Rafael. Ipinaliwanag ni
Mrs. Dela Cruz ang
kahalagahan ng barya
at hindi ito basta basta
igagastos lang.
13 Natapos ang klase at Pamarang

pinauwi na ni mrs. Residence *Nakauwi na si Rafael sa
Delacruz ang mga bata. kanyang tirahan*
Nang nakauwi na si
Rafael, nagtaka ang “Rafael? Nakauwi kana
nanay na nakauwi na si pala” sabi ni Marites.
Rafael galing eskwela. “Bakit po Inay?” sagot
naman ni Rafael. “Anak,
120
pwede bang huminto ka
muna pansamantala?
Patapusin lang muna natin
ang kuya mo” Mahinahon
na pagkasabi ni Marites.
“Ok lang po sa akin nay,
naiintindihan ko naman po
kayo” sagot ni Rafael.
Labis ang tuwa habang

naiyak ang kanyang
nanay dahil tinanggap eto
ng buo ni Rafael.
14 N/A
A short Piso. Tama, piso nga.
preview/teaser of Maliit, bilog at
how the title aligns matigas. Sa mundo
through the story ngayon, wala tayong
while entering a makukuha kung
rising action walang pera. Kaya
mga bata alamin
natin kung ano ang
kailangan natin at
gamitin ang pera sa
tama. Ako’y mag
iipon na rin ng pera.
Sa susunod ulit!
Figure 50. Scene breakdown for Book 1
b. Book 2 : Ang Hiling Ni Marilyn
Ang Hiling Ni Marilyn
Scen Characters Location/Setting Dialogue Storyboard

e Action
121
1 anonymous N/A
elements Narrator: Gadget.
regarding prayer: Just elements? Gamit na kinaaaliwan
person with hands ng mga bata sa
together sky as henerasyon natin
background ngayon. Sa paggamit
nito ay mas mapapabilis
ang gawain at
nakakadagdag ng
kaalaman sa kanila.
Ngunit nagiging dahilan
din para hindi magawa
ang mga bagay na
nakasanayan. May
ipapakilala ako na isang
cute na bata na si
Marilyn. At mayroon
syang isang kahilingan
na gusto makuha.
Halina’t samahan nyo
ako at makinig sa kwento
nya. Tara.
2 Marites calls out Hapagkainan Pamarang “Mga anak. Gising na kayo.

to wake up the Residence Nakahanda na ang almusal
children for nyo” sabi ni Mrs. Marites
breakfast.
Masayang nakapagluto ng
almusal ang kanilang nanay.
Kaya ito ay nagmadaling
gisingin ang kanyang mga
anak.
3 Rafael gladly Hapagkainan Pamarang “Wow ang sasarap naman ng

loves her mother’s Residence luto mo inay.” Tuwang
delicious cooking. pagkasabi ni Rafael. “Syempre
Rodolfo bragged
kaya ko nga pinakasalan nanay
how good her
nyo kase wala ng makakatalo
cooking is and
122
that’s the reason sa luto nya.” Tuwang pagkasabi
why he married ni Mr. Rodolfo. “Yieeee” sagot
her. The children ng mga anak nila. “Nako itigil
exclaimed joy nyo na yan” Sabi ni Mrs.
towards the sweet Marites.
gesture of their
father. Marites
shrugs him off. Nagkaroon ng asaran at
tawanan sa hapag kainan
dahil sa matatamis na
sagutan ng magulang nila.
4 Rafael rushes and Hapagkainan Pamarang

shouts “Kain na!” Residence “Kainan naaa!” sigaw ni
Marilyn cuts him Rafael. “Teka lang kuya, di ba
off saying that po pray muna” sagot ni
let’s pray first Marilyn. “Sige anak simulan
before they’ll start mo na” utos ni Mrs. Marites.
eating. Marites “Opo nay” sabi ni Marilyn.
agrees and lets her
lead the prayer.
Sabay sila nagdasal sa harap

ng hapag kainan upang
magpasalamat sa mga
pagkain na nasa harapan
nila.
5 One night, Kwarto ng Mag-asawa *Isang gabi*

Rodolfo called her
*Tinawag ni Rodolfo ang
wife Marites to Pamarang
prepare for Residence kanyang asawa na si Marites
Marilyn’s gift as a para sabihin ang kanyang
surprise. surprisa kay Marilyn*
“Asan si Marilyn” bulong ni

Mr. Rodolfo. “Natutulog na sa
kwarto nila” Sagot ni Mrs.
Marites. “May ireregalo kase
ako sa kanya” masayang
pagkasabi ni Mr. Rodolfo.
123
“Sigurado akong matutuwa sya
dyan” sabi ni Mrs. Marites.
Nagplano sila Mr. Rodolfo at

Mrs. Marites ng isang
surprisa na gagawin nila kay
Marilyn.
6 Next morning, Kwarto ni Marilyn *Ikinaumagahan*

Rodolfo wakes up “Anak, gising na, may surprisa
Marilyn to give Pamarang
kami ng nanay mo” Nasasabik
her a tablet from Residence
na paggising ni Mr. Rodolfo.
her outstanding
achievements in “Ano po iyon tay?” Tanong ni
school. Marilyn.
Dumating na yung araw na

susurprisahin nila Mr. Rodolfo
at Mrs. Marites ang kanilang
anak na si Marilyn dahil sa
magandang ipinapakita neto
sa kanyang pag aaral.
7 Marilyn was so Kwarto ni Marilyn

delighted that she “Wow tay ang ganda po ng
had a tablet for Pamarang tablet” Tuwang tuwa na
herself. She Residence pagsabi ni Marilyn. “Regalo
thanked her namin yan ng nanay mo anak
parents for it. As dahil ikaw ay isang
she always wanted napakamasunuring anak.
to have one since
Ngunit, anak, gusto lang
other kids have
their own. namin ipaalala sayo na may
tamang oras sa pag gamit
ng iyong gadget.” Sagot ni
Mr. Rodolfo. “Salamat po
tay!” Ngiting pasasalamat ni
Marilyn.
124
Tuwang tuwa si Marilyn na
nakatanggap sya ng tablet
galing sa kanyang
magulang.
8 A few days later, Kwarto ni Marilyn

Marites calls out *Makalipas ng ilang araw*
Marilyn to eat Pamarang
breakfast. Marites Residence “Anak kain na tayo” Sabi ni
wonders why Mrs. Marites. “Marilyn? Saan
Marilyn hasn’t kana?” Tawag ni Mr. Rodolfo.
answered and
neither comes Laking pagtataka ng mag
down to the dining asawa kung bakit hindi pa
room. umuupo sa lamesa si Marilyn
para magdasal.
9 Marites looked in Kwarto ni Marilyn

her room to see “Anak bat nandito ka pa?
what Marilyn was Pamarang Kakain na tayo” Utos ni Mrs.
doing. Residence Marites. “Saglit po nay
tatapusin ko lang” Sagot ni
Marilyn.
Tinignan ni Mrs. Marites

ang kanyang anak na si
Marilyn kung ano ang
ginagawa nya. Laking gulat
ng kanyang nanay sa nakita
nya na naglalaro padin si
Marilyn ng kanyang tablet.
Ilang araw ay nakalipas na
hindi lang ang pagkain ang
kinalimutan ni Marilyn
kundi pati ang paggawa ng
kanyang takdangaralin,
gawaing bahay at ang
pagsasama sa kanyang
125
pamilya.
10 One evening, Hapagkainan

There was a *Isang gabi*
discussion Pamarang
between the Residence “Bakit ganon si Marilyn, hindi
parents about how na sya nagdadasal ulit kagaya
MArilyn’s actions ng dati. Na aadik na sya sa
were in the past tablet nya!” Nag aalala na
few days. pagkasabi ni Mrs. Marites.
This scene will “Pansin ko din, parang hindi na
show a FIlipino sya nakakaalis sa pwesto nya sa
trait that has kakalaro ng tablet” Sagot ni Mr.
always been a Rodolfo. “Dapat dyan
common problem
kinukuhaan ng tablet!” Galit na
among FIlipino
children. pagkasabi ni Mrs. Marites
Nag aalala na ang kanyang

Children who
nanay, ganon din ang kanyang
grew to be
attached to papa sa ipinapakita ni
gadgets at a very Marilyn.
young age.
The parents had a

conversion in how
will they solve
this problem.
11
*Pag uwi ni Marilyn galing sa

paaralan*
*Si Marilyn ay umiyak*
126
“Anak? Ano ang nanyare
sayo? Bakit ka umiiyak” sabi
ni Marites. “Nay sorry po
talaga. Alam ko pong
kasalanan ko ito pero hindi ko
po sinasadya.” Sagot nito.
“Ano ba talaga nangyari anak?
Bakit ka nagkakaganyan?”
Tanong ni Mrs. Marites.
Iyak ng iyak si marilyn dahil

hindi sya makapaniwala sa
nalaman nya.
12
“Kasi po bumagsak po ako sa
pagsusulit kanina dahil hindi
po ako nag aral kagabi.” sabi
ni Marilyn. “Alam mo ba anak.
Kaya ka namin binilhan ng
tablet ay para makapagaral ka
ng mabuti at magawa mo ang
iyong mga kinakailangan sa
klase, hindi para sa paglalaro
lamang.” Paliwanag ni Mrs.
Marites. “Opo nay patawad
po.” Sabi ni Marilyn.
Pumasok na si Marilyn sa
kanyang kwarto para
makapag pahinga.
13 “Asan si Marilyn?” Tanong ni

Mr. Rodolfo. “Pumasok na sa
kwarto nya.” Sagot ni Mrs.
Marites. “Kamusta ang pag
aaral nya?” Tanong ni Mr.
Rodolfo. “May problema sya
kanina.” Sabi ni Mrs. Marites.
127
Nag usap ang mag asawa sa
sala tungkol sa kalagayan ng
kanilang anak na si Marilyn.
14 Marilyn notices Kwarto ni Marilyn *May narinig si Marilyn na nag

them outside the uusap sa labas ng kwarto nya*
room Pamarang
Residence “Ano kaya ang ingay non”
Tanong ni Marilyn. “Nakauwi
na pala si tatay.”
Lumabas si Marilyn sa
kanyang kwarto at nakita nya
na kakauwi lang galing sa
pasada ang kanyang tatay.
Narinig din nya na sya ang
pinag uusapan ng kanyang
magulang.
15 Kwarto ni Marilyn
*Kinabukasan*
Pamarang
Residence “Nay, Tay, Kain na po
tayo” Masayang pagsabi ni
Marilyn. “Sige anak
tawagin mo na tatay mo”
Sagot ni Mrs. Marites.
“Sige po nay” Sabi ni
Marilyn. “Ayan kumpleto
na tayo” Nakangiting
pagkasabi ni Mr. Rodolfo.
“Dasal na po tayo” Pag
aaya ni Marilyn.
Masaya na ulit ang

buong pamilya dahil
nagagawa na nila ang
kanilang nakasanayan
na sabay sabay kumain
sa hapag kainan.
128
16
PG25:
Gadget. Gamit na
kinaaaliwan ng mga
bata sa henerasyon natin
ngayon. Sa paggamit
nito ay mas mapapabilis
ang gawain at
nakakadagdag ng
kaalaman sa kanila. Ang
importante ay matuto
tayong gamitin ito ng
tama at hindi abusuhin
ang kakayahan nito. Ako
nga pala si muning ang
tagapagsalaysay sa
kwento ni Marilyn.
Hanggang sa susunod
ulit. Paalam!
b. Book 3 : Ang Masipag Na Si Ray Mark
Ang Masipag Na Si Ray Mark
Scene Characters Location/Setting Dialogue Storyboard

Action
129
1 Narrator
Sipag.
Nakakaman
gha nga
makakita
ng mga
masisipag
na
estudyante.
Nabibigyan
sila ng mga
medalya o
gantimpala
at mas
nakikilala
ang mga
pangalan
nila dahil sa
angking
galing nito
sa paaralan.
Ngunit
dapat ba na
lagi sila
perpekto at
nakakatapo
s ng maaga?
Napapagod
din ba sila?
Kamusta
mga bata.
Ako nga
pala si
muning at
samahan
nyo ako na
kilalanin
ang
masipag na
130
estudyante
na si Ray
Mark.
2 “Magandang
umaga sayo Ray
Mark.” Pagbati
ni Mrs. Dela
Cruz.
“Magandang
umaga din po
sainyo Mrs. Dela
Cruz.” Sagot
nito. “Napaaga
ka ngayon,
talagang
masipag ka na
estudyante.”
Sabi ni Mrs.
Dela Cruz.
Hindi
maipaliwanag
ang ngiti na
pinapakita ni
Ray Mark dahil
sa kagustuhan
nyang makinig
at magkaroon
ulit ng bagong
kaalaman sa
araw na ito.
131
3 “Ok class
nabigay ko na
sainyo ang mga
gagawin nyo at
bukas may quiz
tayo. Maaari na
kayo umuwi”
Pagpapaalam ni
Mrs. Dela Cruz.
“Salamat Mrs.
Dela Cruz!”
Sagot ni Ray
Mark.
Agad na
nagligpit ng
mga gamit si
Ray Mark
para makapag
handa sa
kanyang pag
uwi.
4
“Psst! Psst!”
Tawag ni
Alfred. “Ano
yon?” tanong
ni Ray Mark.
“Klasmeyt
baka naman
paggawa ako
ng aking
takdang aralin,
nahihirapan
kase ako.”
132
Sabi ni Alfred.
“Sige pero
dapat aralin
mo din eto.”
Sagot ni Ray
Mark. “Ayon,
salamat!”
Tuwang sagot
ni Alfred.
Sa kanyang
pag labas ng
silid-aralan
bigla syang
sinabihan ng
klasmeyt nya
para
magpatulong
sa kanyang
takdang
aralin.
5 *Nakauwi na sa
kanilang tahanan
si Ray Mark*
*At ang kanyang
magulang ay
nasa sala
nanunuod sa
telebisyon*
“Mano po tay,
mano po nay”
Sabi ni Ray
Mark. “Ray
Mark ayusin mo
nga yung
nasirang electric
133
fan ng kapatid
mo.” Utos ni Mr.
Rodolfo. “Sige
po tay, saglit
lamang po at
may tatapusin
lang ako na
gawain sa
school.” Sagot
nito. “Sige anak
magpahinga
kana.” Sabi ni
Mrs. Marites.
Pag uwi galing
school ni Ray
Mark ay agad
sya pumuwesto
sa kanyang
lugar kung saan
duon sya
nagawa ng mga
takdang aralin
nya sa school.
6 *Kinabukasan*
*Kumakatok si
Mr. Rodolfo sa
kwarto ni Ray
Mark*
“Ray Mark!”
Sigaw ni Mr.
Rodolfo. “Bakit po
tay?” Tanong ni
Ray Mark. “Bat
hindi mo inayos
yung sirang
electric fan ng
kapatid mo!?”
134
Sabi ni Mr.
Rodolfo. “Sorry
tay pagod lang po
ako sa mga
pinapagawa sa
school.” Rason ni
Ray Mark.
Habang
pinapagalitan si
Ray Mark ng
kanyang tatay sa
labas ng kwarto
nya ay biglang
lumabas naman
ang ang kanyang
ina dahil sa ingay
na naririnig nya.
7
“Ano ang
nangyayari
dito?” Tanong
ni Mrs.
Marites.
“Etong anak
mo hindi
ginawa yung
iuutos ko sa
kanya,
napakadali
lang naman
ang inuutos ko,
ang tamad na
nya.” Sagot ni
Mr. Rodolfo.
“Sorry po tay”
Malungkot na
pagkasabi ni
Ray Mark.
“Sige na anak,
135
mag handa
kana sa
pagpasok mo
sa school.”
Bilin ni Mrs.
Marites. “Opo
nay.” Sagot ni
Ray Mark.
Agad na
inawat ni
Mrs. Marites
ang kanyang
asawa na si
Mr. Rodolfo
dahil sa
pagtataas
nitong boses
sa kanilang
anak.
8
*Pagpasok ng
silid aralan si Ray
Mark”
“Anak ok lang
ba?” Tanong ni
Mrs. Dela Cruz.
”Opo maam, ok
na ok po.”
Nakangiting
pagkasabi ni Ray
Mark. “May
napansin lang ako
na yung isang
takdang aralin mo
ay hindi mo na
nagawa.” Sabi ni
Mrs. Dela Cruz.
136
“Ah ganon po ba
maam, bawi
nalang po ako.”
Sagot nito.
Agad na umupo
si Ray Mark sa
kanyang upuan
at bakas padin
sa kanyang
mukha ang
nangyari sa
kanilang
tahanan.
9
“Klasmeyt tapos
naba yung
takdang aralin
ko?” Tanong ni
Alfred. “Ha?”
Patanong din na
sagot ni Ray
Mark. “Yung
takdang aralin ko
tapos mo na ba?”
Tanong ni Alfred.
“Ah hindi pa,
sorry
nakalimutan ko
gawin”
Malungkot na
sagot ni Ray
Mark. “Ano ba
yan di ba
masipag ka,
bahala ka nga
dyan!” Sabi ni
Alfred.
Habang
137
tumatagal ay
nawawala sa
sarili si Ray
Mark at tila ba
may nabulong
sa kanya.
10
*Habang
nagtuturo si Mrs.
Dela Cruz*
*Napayuko si Ray
Mark sa kanyang
arm chair*
“WAAAAAAAA
AH!” Sigaw ni
Ray Mark. “Anak
ok ka lang ba?
May masakit ba
sayo?” Pag aalala
ni Mrs. Dela
Cruz. “AYAW
KO NA!”
Pagpapatuloy na
sigaw ni Ray
Mark. “Siguro
kailangan na natin
ipadala si Ray
Mark sa pwedeng
kumausap sa
kanya.”
Palaisipan ni Mrs.
Dela Cruz
Para tumigil na
si Ray Mark sa
kanyang
pagsisigaw.
Nagpatawag na
ng tulong si Mrs.
138
Dela Cruz para
maalalayan si
Ray Mark
papuntang
Guidance Office.
11
*Pagdating sa
Guidance office*
“Magandang
umaga sir, maaari
nyo po ba ako
tulungan?”
Paghingi ng tulong
ni Mrs. Dela Cruz.
“Pakialalayan
nalang sya sa pag
upo” Utos ni Dr.
De Leon. “Sige po
sir.” Sagot ni Mrs.
Dela Cruz.
Dahan dahan nila

inalalayan sa pag
upo si Ray Mark
at binigyan ng
tubig para
maalalayan.
139
12
“Ano po ba
ang
nangyari?”
Tanong ni Dr.
De Leon.
“Maam sa
kalagitnaan
po kase ng
aking
pagtuturo ay
bigla po sya
nagsisisigaw
na parang
wala sa
sarili.”
Kwento ni
Mrs. Dela
Cruz. “Pwede
ba
pakitawagan
ang
magulang
nya.” Utos ni
Dr. De Leon.
“Masusunod
po maam”
Sagot nito.
Nang
mahimasmas
an na si Ray
Mark.
Ipinatawag
ni Dr. De
Leon ang
kanyang
magulang
para
maagapan
ang
140
problema na
dinadala
nya.
13 ’
*Dumating na ang
magulang ni Ray
Mark sa Guidance
office*
“Magandang
umaga po!
Ako nga po
pala ang
nanay ni Ray
Mark”
Pagpapakilal
a ni Mrs.
Marites.
“Magandang
umaga din
po sainyo.
Ako ang
Guidance
Counselor sa
paaralan na
ito at eto
naman po
pala si Mrs.
Dela Cruz
ang tagapayo
ni Ray
Mark”
Pagpapakilal
a ni Dr. De
Leon.
“Magandang
umaga din
po.” Sabi ni
Mrs. Dela
141
Cruz. “Ayon
po pala sa
pagoobser
ko sa anak
nyo na si
Ray Mark
ay..”
Pagpapaliwa
nag ni Dr. De
Leon.
Pagkatapos
magpakilala
nila sa isa’t
isa ay pinag
usapan
naman nila
ang tungkol
sitwasyon ni
Ray Mark.
Nagbigay
din ng
paliwanag
ang
Guidance
counselor
ayon sa
kanyang
pagoobser sa
anak ni Mrs.
Marites.
14
*Umiyak si
Mrs.
Marites*
“Hindi ko
alam na
ganyan pala
pinagdadaan
142
an ng anak
ko.”
malungkot na
pagkasabi ni
Mrs. Marites.
“Tahan na
po,
tutulungan
po namin
kayo.” Sabi ni
Mrs. Dela
Cruz. “Ang
dapat na
kailangan ni
Ray Mark
ngayon ay
kontrolin ang
kanyang galit
sa
pamamagita
n ng tamang
paghinga,
magkaroon
ng
komunikasyo
n at
intindihin
sya.” Payo ni
Dr. De Leon.
Nagbigay ng
mga payo ni
Dr. De Leon
para
matulungan
si Mrs.
Marites na
gabayan ang
kanyang
143
anak.
15
*Palabas na
ng Guidance
office sila
Mrs. Marites
at ang
kanyang anak
na si Ray
Mark*
“Maraming
salamat
sainyo,
ngayon alam
ko na kung
paano ko
matutulungan
ang anak ko.”
Pagpapasala
mat ni Mrs.
Marites.
“Handa po
kami
tumulong
para sa anak
nyo.” Sabi ni
Dr. De Leon.
“Magbibigay
din po ako ng
update
tungkol sa
anak nyo po.
Ingat kayo!”
Sabi ni Mrs.
Dela Cruz.
Tuwang
tuwa si Dr.
De Leon at
ang
144
tagapayo ni
Ray Mark
dahil
natulungan
nila ang
kanilang
estudyante
bago pa
lumala ang
sitwasyon
nito.
16
*Pagkauwi sa
kanilang
tahanan*
*Sumalubong
sa kanila si
Mr. Rodolfo*
“Sorry anak,
patawarin mo
sana ang
tatay mo.”
Paghingi ng
tawad ni Mr.
Rodolfo.
“Sorry po
tay, may
kasalanan din
po ako.” Sabi
ni Ray Mark.
“Gusto mo ba
pumunta tayo
sa paborito
mong lugar?”
Pag aya ni
Mr. Rodolfo.
“Sige po
tay!” Tuwang
tuwa na
145
pagkasabi ni
Ray Mark.
Nang
malaman ni
Mr. Rodolfo
ang
sitwasyon ng
kanyang
anak na si
Ray Mark
ay agad ito
niyaya na
lumabas
para
makapag
ehersisyo at
mabawasan
ang kanyang
iniisip.
17
Sipag.
Nakakaman
gha nga
makakita
ng mga
masisipag
na
estudyante.
Nabibigyan
sila ng mga
medalya o
gantimpala
at mas
nakikilala
ang mga
pangalan
nila dahil sa
angking
galing nito
146
sa paaralan.
Pero dapat
alamin din
natin ang
kanilang
sitwasyon
dahil lahat
tayo ay
nagkakaroo
n din ng
problema
na dapat
intindihin.
Kamusta
mga bata.
Ako nga
pala si
muning ang
tagapagsaly
say ng
kwento ni
Ray Mark.
Hanggang
sa susunod
na
pagkikita
natin mga
bata. Ingat!
147
2.8.7 Production Pipeline
Figure 52. Production Pipeline
The figure above displays the pipeline of this capstone project. The
pre-production consists of idea/concept, theme, script/plot, storyline, character
inspiration/references, plotting schedule and moodboard brainstorming. The production
consists of character development and designing, set designing, script writing,
illustration, layout designing and web designing. Lastly, the post-production consists of
editing (layout, script, illustration), rendering, layouting, distribution of promotional
materials and final review for interactive book series
148
2.8.7.1 Pre-production
Concept (Cover Page Design)
Synopsis
Decision Tree
Storyline
Layout Design
Character Design
Character Profile
Environment/Set Design
Concept for Web Design
2.8.7.2 Production
Character Design and Development
Cartooning and Illustrating
Script Writing/Story Writing
Multimedia Publishing
Layout Designing
Web Designing
149
2.8.7.3 Post-Production
Compositing
Layout
Final Revisions
Rendering
Final Testing
Printing
2.9 Data Gathering
In this study, the evaluation of Kinaadman: A Series of E-Storybooks for Children
on the Importance of Children’s Rights involves a quantitative method of research. The
proponents utilized this method to gather numerical data from questionnaires with
responses of the respondents and the quantification determines the effectiveness and
evaluation of the e-storybooks in terms of the content – storyline, illustrations, layout and
how the respondents were able to comprehend the information of children’s rights
through the translation and adaptation of the proponents through Kinaadman: A Series of
of E-Storybooks for Children on the Importance of Children’s Rights. The researchers
will survey the respondents by providing questionnaires with close-ended questions
online made with Google Forms.
150
The study is classified to be a Descriptive Research as it is this study’s nature to
study the characteristics of the respondents, their demographics, their capabilities in
comprehension and their evaluation of the effectiveness of the capstone project of this
study. The purpose of this study is to develop and produce a series of e-storybooks that
are able to introduce and inform children in grade school from ages 6 to 12 the substantial
information of children’s rights, and the proponents will be able to measure the success of
the capstone project produced through the corresponding evaluation of the respondents
towards the effectiveness in the delivery of the overall project.
2.10 Questionnaire
Kinaadman: A Series of Interactive Storybooks for Children on the Importance of

Children’s Rights
Greetings!
We, the fourth year Bachelor of Multimedia Arts students at Far Eastern University-
Alabang are currently conducting a study on “𝙆𝙞𝙣𝙖𝙖𝙙𝙢𝙖𝙣: 𝘼 𝙨𝙚𝙧𝙞𝙚𝙨 𝙤𝙛 𝙄𝙣𝙩𝙚𝙧𝙖𝙘𝙩𝙞𝙫𝙚
𝙎𝙩𝙤𝙧𝙮𝙗𝙤𝙤𝙠𝙨 𝙖𝙗𝙤𝙪𝙩 𝙩𝙝𝙚 𝙄𝙢𝙥𝙤𝙧𝙩𝙖𝙣𝙘𝙚 𝙤𝙛 𝘾𝙝𝙞𝙡𝙙𝙧𝙚𝙣’𝙨 𝙍𝙞𝙜𝙝𝙩𝙨 𝙖𝙢𝙤𝙣𝙜 𝙜𝙧𝙖𝙙𝙚𝙨𝙘𝙝𝙤𝙤𝙡𝙚𝙧𝙨” as
a partial fulfillment for the requirements on the course Project Management Capstone.
The survey questionnaire will take approximately 10 - 15 minutes of your time to

accomplish. Rest assured that all the responses gathered will remain confidential and will
be solely used for research purposes only.
In line with this, we are seeking for individuals who are:
✔️
✔️ A Filipino citizen
✔️Students from 6 to 12 Years Old

Teachers from 25 years old and Above
If you are qualified to be a respondent of our study, we humbly ask for your participation
to answer our survey by clicking this link: (survey link)
151
or kindly scan the QR code provided.
To express our gratitude for your participation, we will be choosing 𝐭𝐞𝐧 (𝟏𝟎) 𝐥𝐮𝐜𝐤𝐲
𝐫𝐞𝐬𝐩𝐨𝐧𝐝𝐞𝐧𝐭𝐬 𝐭𝐨 𝐰𝐢𝐧 𝐚 𝐏𝐇𝐏𝟓𝟎 𝐰𝐨𝐫𝐭𝐡 𝐨𝐟 𝐆𝐂𝐚𝐬𝐡, via randomizer!
We truly appreciate your time and effort in participating in our research study. Thank you
very much and stay safe always!
If you have any questions, you can contact one of the researchers:
Borja, Gary Andrew Brent C.

Francisco, James Arthur G.
Gallardo, Erin Choebe L.
Usi, Charizze Ashley C.
Email: thundertriomma10@gmail.com
PART 1. – Profile of the Respondents
1. Age
2. Gender
3. Professional Status;
a. Employed
b. Student
4. Grade Level (if applicable)
a. Grade I
b. Grade 2
c. Grade 3
d. Grade 4
e. Grade 5
f. Grade 6
g. Not Applicable/Working
PART II –
1. How familiar are you with the law pertaining to children’s right?
◻ Yes
◻ Slightly Aware
152
◻ Not aware
2. What is the most common problem that violates children’s right?

◻ Lack of Free Education
◻ Lack of Inclusivity for Children with Disability
◻ Lack of proper balance in using technological (mobile gadgets) devices in
playing and education
3. What can be applied to the interactive storybook that would understand children’s
right (specifically Rights to Education, Play and information, Inclusive to
Education to Children with Disability)
◻ Narrative Story explaining challenges of children
◻ Digital Illustrations that aim to further understand more about children’s
right
◻ Promotes children’s right to the readers.
PART III. Evaluation – Attach Likert Scale as instruction for the method of evaluation
I. Narrative of the Storybook
a. The Storybook highlights scenarios and situations that helps to understand
children’s right?
b. The Storybook uses appropriate terminology?
c. The Storybook depicts scenarios and situations that shows good moral
values?
d. Was any of the language especially interesting, vivid, or surprising?
e. Selection of words that are used in character lines?
II. Visual (illustration and Animation of the Book)
a. The Digital Illustration used in the book is highly appealing.
b. The Color Palette used in the book is highly appealing.
c. The Digital Illustration covers no plagiarised content.
d. Do the illustrations help provide meaning or clarity?
e. Comfort and Cleanliness of drawing?
III. Overall Objective (Understanding Children’s Right)

a. The Right to Education for Children is applied and understood in the Book 1?
153
b. The Proper use of Gadget is applied and understood in the Book 2?
c. The Right to Education for Children with Disabilities highlights the aid for
advice/therapy of a school Counselor in Book 3?
d. Help with understanding of 3 children’s right coverage?
e. Overall satisfaction of the storyline?
2.11 Sampling Technique
Purposive Sampling
The researchers have determined utilizing “Purposive Sampling'' as it is a
sampling technique where the researchers rely on their judgment in determining the
respondents of this study based on their ability to explain and comprehend a certain
theme. The respondents of this study will be composed of 30 respondents with 20 grade
school students from ages 6 to 12 within Metro Manila, and 10 teachers/educators of
grade school students. The proponents will be choosing the respondents through a
purposive sampling, thus, the selection of this research will be an unbiased representation
of the chosen population and sample sizes. The gender of the respondents may be male or
female.
2.12 Testing
The proponents will be distributing survey questionnaires containing 15-20
questions in a 5-point Likert scale type of format towards the respondents. The 5-point
Likert scale will be composed and assessed with Strongly Agree, Agree, Neutral,
154
Disagree and Strongly Disagree, and Excellent, Good, Fair, Poor and Very Poor. The
quantitative responses from the respondents determines the overall satisfaction and
success of the capstone project based on the assessments of the respondents. The survey
instrument will be validated and evaluated by the research conductors and proponents
themselves.
RATING REMARKS
1 STRONGLY AGREE
2 AGREE
3 NEUTRAL
4 DISAGREE
5 STRONGLY DISAGREE
Table 4. Rating Criteria Scale
Question: Strongly Agree Neutral Disagree Strongly

Agree (2) (3) (4) Agree
(1) (5)
1. The storybook
highlights
scenarios and
situations that
help understand
children’s rights.
155
2. The storybook
uses appropriate
terminology.
3. The Storybook
depicts
scenarios and
situations that
show good
moral values.
4. The storybook
and the language
used were
interesting, vivid
and surprising.
5. The selection of
words were
inline with the
characters.
6. The storybook’s
digital
illustrations were
highly appealing.
7. The color palette

of the storybook
is highly
appealing.
8. The digital
illustration
covers no
plagiarised
content.
9. The digital
illustrations
helped provide
meaning and
156
clarity to the
story and story
objectives.
10. The digital

illustrations were
clean and
pleasing to the
eye.
11. The Children’s

Rights to
Education in
times of
pandemic was
applied and
understood in the
book Ang Piso ni
Rafael.

Rights to Play
and Information
(Proper use of
gadgets) was
applied and
understood in the
book Ang Hiling
ni Marilyn.

Rights to
Inclusive
Education (for
persons with
disabilities) was
applied and
understood in the
book Ang
Masipag na si
Ray Mark.
157
14. The e-storybook
series’ coverage
helped me
understand the 3
children’s rights,
Children’s
Rights to
Education in
times of
pandemic,
Children’s
Rights to Play
and Information
(Proper use of
gadgets) and The
Children’s
Rights to
Inclusive
Education (for
persons with
disabilities).
15. Overall, I was

satisfied with the
storylines of the
entire
e-storybook
series,
Kinaadman.
Table 5. List of Questions
The remarks were based on the following criteria:
Aesthetic. Visual elements of the output.
Functionality. The usefulness and effectiveness of the output.
158
Quality. Overall feel and efficiency of the output.
2.7 Statistical Treatment
The statistical tools applied to interpret the data include the average arithmetic
mean and the percentage. The average arithmetic mean will be utilized to find out the
average of the responses in five (5) options which are (1) strongly agree, (2) agree, (3)
neutral, (4) disagree, (5) strongly disagree
The formula to be used:
Where X stands for the average arithmetic mean, Σfx for the sum of all products of and x
where f is the frequency and x is the weight of each option; and Σf for the sum of all the
respondents.
Consequently, the percentage will be used by the researchers in treating the profiles of the
respondents and prototype features recommendation.
The formula for this treatment will be:
159
Where P stands for percentage, f is the frequency and N is the number of respondents.
Chapter 3
RESULTS
In this chapter, the tabular analysis and descriptive interpretation of the data
gathered from the survey conducted to and from the respondents are presented. The table
shows the frequency of respondents to each question presented in the survey
questionnaires.Table
Frequency Distribution of Respondents
160
Respondents Frequency Percentage
Grade 1 1 3.4%
Grade 2 0 0%
Grade 3 0 0%
Grade 4 0 0%
Grade 5 4 13.3%
Grade 6 15 50%
Teacher/Educator 10 33.3%
Total 30 100%
There were 30 respondents to the survey. 10 Teachers/Educators, 15 from Grade
6, 4 from Grade 4 and 1 from Grade 1.
Frequency Distribution of Respondents According to Occupation
Occupation Frequency Percentage
Student 20 63.3%
Teacher/Educator 10 36.7%
Total 30 100%
161
There were 30 respondents to the survey. 10 Teachers/Educators, and 20 Grade school
students.
Table
Frequency Distribution of Respondents According to Age
Age Frequency Percentage
6 1 3.3%
7 0 0%
8 0 0%
9 0 0%
10 2 6.7%
11 6 20%
12 11 36%
27 1 3.3%
28 4 13.3%
29 2 6.7%
30 1 3.3%
31 1 3.3%
32 1 3.3%
Total 30 100%
162
Table shows the frequency distribution of the respondents according to their age – from
ages 6 to 12, including adults with ages 27, 28, 29, 30, 31 and 32.
Table
Frequency Distribution of Respondents According to Gender
Gender Frequency Percentage
Male 12 40%
Female 18 60%
Total 30 100%
Table shows the frequency distribution of the respondents according to their gender, with
12 Males and 18 Females.
Part II.
Table
Frequency Distribution of Respondents According to Familiarity and Awareness on
Children’s Rights
Familiarity and Awareness Frequency Percentage
on Children’s Rights
Aware 20 66.7%
163
Slightly aware 9 30%
Unaware 1 3.3%
Total 30 100%
Table shows the frequency distribution of the respondents awareness and familiarity on
Children’s Rights – having 66.7% aware, 30% slightly aware and 1% unaware.
Table
Frequency Distribution of Respondents’ Perception on the Most Common Problem that
Violates Children’s Rights from the Given Choices
Respondents may choose more than one.
Violation of Children’s Frequency Percentage
Rights
Lack of Free Education 21 70%
Lack of Inclusivity for 13 43.3%

Children with Disability
Lack of proper balance in 12 40%

using technological
(mobile gadgets)devices in
playing and education
Total 30
164
Table shows the frequency distribution of the most causes of children’s rights violation
according to the respondents – having Lack of Free Education as the highest scoring
violation of children’s rights with 70%, next is Lack of Inclusivity for Children with
Disability with 43.3% and Lack of proper balance in using technological (mobile
gadgets)devices in playing and education with 40%. These violations have high
frequencies with the respondents’ answers, which is an alarming value.
Table
Frequency Distribution of Respondents’ Perception on the what could be applied to
interactive e-storybooks that would help children understand Children’s Rights
Respondents may choose more than one.
Necessary application to Frequency Percentage
Interactive Storybooks
Narrative story depicting 13 43.3%

the challenges of children
Digital illustrations 26 86.7%
Promotion of rights 12 40%

through storylines
Total 30
165
Table shows the frequency distribution of the most necessary elements and application to
storybooks for children - having digital illustrations as the most important with 86.7%,
followed by storyline and narrative with 43.3% and promotion with 40%.
Part III.
Scoring Interval Verbal Equivalent
4.21-5.00 Strongly Disagree
3.41-4.20 Disagree
2.61-3.40 Neutral
1.81-2.60 Agree
1.00-1.8- Strongly Agree
In this scale value, the highest score, 1, represents strong agreeableness while the lowest,
5, represents strong disagreeableness. Below is the formula used in order to find the
results of the weighted mean.
Question: Strongly Agree Neutral Disagree Strongly Mean

Agree (2) (3) (4) Agree
(1) (5)
1. The storybook 14 14 2 0 0 1.6

highlights scenarios
and situations that
help understand
166
children’s rights.
2. The storybook uses 15 13 2 0 0 1.566

appropriate or 1.57
terminology.
3. The Storybook 21 7 2 0 0 1.366

depicts scenarios and or 1.37
situations that show
good moral values.
4. The storybook and 19 10 1 0 0 1.4

the language used
were interesting,
vivid and surprising.
5. The selection of 17 11 1 0 0 1.4

words were inline
with the
characters.
6. The storybook’s 23 6 1 0 0 1.266

digital or 1.27
illustrations were
highly appealing.
7. The color palette of 24 5 1 0 0 1.233

the storybook is or 1.23
highly appealing.
8. The digital 21 7 2 0 0 1.366

illustration covers no or 1.37
plagiarised content.
9. The digital 23 6 1 0 0 1.266

illustrations helped or 1.27
provide meaning and
clarity to the story
and story objectives.
10. The digital 21 8 1 0 0 1.333

illustrations were or 1.33
167
clean and pleasing to
the eye.
11. The Children’s Rights 18 8 4 0 0 1.533

to Education in times or 1.53
of pandemic was
applied and
understood in the
book Ang Piso ni
Rafael.

to Play and or 1.33
Information (Proper
use of gadgets) was
applied and
understood in the
book Ang Hiling ni
Marilyn.

to Inclusive or 1.33
Education (for
persons with
disabilities) was
applied and
understood in the
book Ang Masipag na
si Ray Mark.
14. The e-storybook 22 7 1 0 0 1.3

series’ coverage
helped me understand
the 3 children’s
rights, Children’s
Rights to Education
in times of pandemic,
Children’s Rights to
Play and Information
(Proper use of
gadgets) and The
Children’s Rights to
168
Inclusive Education
(for persons with
disabilities).
15. Overall, I was 23 5 1 0 1 1.366

satisfied with the or 1.3
storylines of the
entire e-storybook
series, Kinaadman.
Figure. Ages of the Respondents
169
Figure. Gender of Respondents
Figure. Professional Status/Occupation of Students
170
Figure. Level of Respondents
Figure. Respondents Familiarity of Children’s Rights
171
Figure. Most Common Children’s Rights Violation
Figure. Storybook application
172
Figure. Scenarios
Figure. Language and terminologies
173
Figure. Morals and values
Figure. Language and Storyline
174
Figure. Word selection
Figure. Digital Illustrations
175
Figure. Color Palette
Figure. Plagiarism Check
176
Figure. Relevance and Clarity of Digital Illustrations
Figure. Cleanliness of Illustrations
177
Figure. Overall impact of Book 1
Overall impact of Book 2
178
Overall impact of Book 3
Figure. Overall relevance of the storyline to the essence of the Children’s right
179
Figure. Overall storyline of Kinaadman: A Series of E-Storybooks on Children’s Rights
Chapter 4
DISCUSSION
This chapter concludes the study by dealing with a summary of finding, conclusion and
recommendations of Kinaadman: A Series of E-Storybooks on Children’s Rights.
4.1 Summary of Findings
The survey involved 30 respondents – 20 students ages 6-12 from Grades 1 to 6
and 10 teachers/educators. These respondents are from the different public and/or private
schools in the National Capital Region. The proponents' findings from the gathered
studies and surveys in regards to the storybook series, “Kinaadman” on Children’s Rights
180
was the storybook series where the series was able to relay the message of the different
Children’s Rights. Kinaadman was able to spread awareness through effective storytelling
that is applicable to the chosen demographic – children aged 6 to 12. The storyline of the
books of Kinaadman were relatable stories for Filipino children on the typical dilemmas
and issues in their lives. Most of the respondents agreed that the digital illustrations were
helpful in entertaining children whilst reading, but the overall color palette, layout,
cleanliness and designs were pleasing to the eyes.
4.2 Conclusion
With the collected studies from the research and the data from the survey
conducted, the researchers conclude that Kinaadman: A Series of E-Storybooks on the
Importance of Children’s Rights was evaluated as an excellent contribution to the
community by sharing tangible materials for children to learn from. The story and
contents of the whole E-Storybook Series which contains 3 books entitled Ang Piso Ni
Rafael, Ang Hiling Ni Marilyn and Ang Masipag Na Si Ray Mark delivered positive
results in the output’s objective to promote the awareness on the specific children’s rights
as recommended by the Department of Social Welfare and Development which are
Children’s Rights to Education in times of pandemic, Children’s Rights to Play and
Information (Proper use of gadgets) and Children’s Rights to Inclusive Education (for
persons with disabilities).
181
As research suggests understanding and comprehension for young readers about
substantial information are best absorbed when stimulated with imagery and storytelling,
the series of e-storybooks were able to raise awareness towards viewers. The platform
Kinaadman has created will bring further exposure to the different children’s rights and
the deeper depths to each one. Furthermore, this allows the children to be more aware
efficiently about children’s rights through indirect storytelling.
4.3 Recommendation
Listed are the recommendations to consider as suggested by the respondents:
1. Future researchers may continue to consult with the Department of Social Welfare
and Development on what other specific Children’s Rights are best fit to feature
in future e-storybooks in addition to the Kinaadman series.
2. Future researchers may develop a short 2D animation version of the e-storybook
series of Kinaadman, making it a video series version/
3. Future researchers may develop an application that children may download so
they may access the e-storybooks without internet connection.
4. Future researchers may integrate and develop games that are in-line with the story
of each e-storybook.
182
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APPENDICES
Appendix A. Communication Letters
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Appendix
THESIS READER CERTIFICATION
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Kinaadman: A Series of E-Storybooks for Children on the Importance

Submitted in Partial Fulfillment of the Requirements for the Degree of

Bachelor of Multimedia Arts

The research project entitled “Kinaadman: A Series of Interactive E-Storybooks on

MARK FRANCIS T. TENORIA

DR. RAY CARLO A. ABACAN MR. WILSON YU

MR. JOFERSON L. BOMBASI

Accepted in partial fulfillment of the requirements for the degree of Bachelor of

DR. JOFERSON L. BOMBASI

Table 1. Developer System Requirements………………………………………… 46

Table 2. User System Requirements …………………………………………….. 47

Table 3. Economic Feasibility …………………………………………………… 51

Table 4. Scene Breakdown for Book 1 …………………………………………… 99

Table 5. Scene Breakdown for Book 2 …………………………………………… 107

Table 6. Scene Breakdown for Book 3 …………………………………………… 131

Table 7. Rating Criteria Scale …………………………………………………… 135

Table 8. List of Questions ………………………………………………………… 138

Table 9. Frequency Distribution of Respondents………………………………… 140

Table 10. Frequency Distribution of Respondents According to Occupation……. 141

Figure 1. Ishakawa Diagram .…………………………………………………… 5

Figure 2. IPO Chart …….……………………………………………………….… 13

Figure 3. EkstraOrdinaryo ………………………………………………………. . 39

Figure 4. Image of Three Little Kittens ………….………………………………... 40

Figure 5. Thumbelina .……………………………………………………………. 41

Figure 6. Waiting for BiblioBurro …………………………………………………. 41

Figure 7. Operational Feasibility ………………………………………………… 45

Figure 8. Schedule Feasibility ……………………………………………………… 50

Figure 9. Scrum Methodology …………………………………………………… 55

Figure 10. Steven Universe ……………………………………………………….. 58

Figure 11. Character Reference: “Boy Bo” ………………………………………… 58

Figure 12. Rafael Pamarang Character Turnaround ……………………………….. 59

Figure 13. Rafael Pamarang ……………………………………………………….. 60

Figure 14. Jeepney Driver from Google …………………………………………… 61

Figure 15. Rodolfo Pamarang Character Turnaround ………………………………. 61

Figure 16. Rodolfo Pamarang ……………………………………………………… 62

Figure 17. Character Inspiration from UNICEF …………………………………… 63

Figure 18. Mutya Diaz Character Turnaround ……………………………………… 63

Figure 19. Mutya Diaz ……………………………………………………………… 63

Figure 20. Character Inspiration from UNICEF “#WorldChildrensDay” ………….. 64

Figure 21. Marilyn Pamarang Character Turnaround ……………………………… 65

Figure 22. Marilyn Pamarang …………………………………………………….. 66

Figure 24. Ray Mark Pamarang Character Turnaround ……………………………. 67

Figure 25. Ray Mark Pamarang ……………………………………………………. 67

Figure 26. Marilyn Pamarang Character Turnaround ……………………………… 68

Figure 27. Marilyn Pamarang Expressions ………………………………………… 68

Figure 28. Marilyn Pamarang ………………………………………………………. 69

Figure 29. Mildred Diaz Expressions ……………………………………………… 69

Figure 30. Mildred Diaz Character Turnaround …………………………………… 70

Figure 31. Mildred Diaz …………………………………………………………… 70

Figure 32. Mrs. Dela Cruz Character Turnaround ………………………………… 71

Figure 33. Mrs. Dela Cruz Expressions …………………………………………… 71

Figure 34. Mrs Dela Cruz ………………………………………………………… 72

Figure 35. Character Inspiration …………………………………………………. 72

Figure 36. Romark Ancheta Character Turnaround …………………………….. 73

Figure 37. Romark Ancheta ……………………………………………………... 73

Figure 38. Stella Gonzales Character Turnaround ………………………………. 74

Figure 39. Stella Gonzales ……………………………………………………… 74

Figure 40. Muning Character Turnaround ……………………………………… 75

Figure 41. Muning ……………………………………………………………… 75

Figure 42. Image of Pamantasang Lungsod ng Muntinlupa …………………… 76

Figure 43. Digital Illustration of School ……………………………………….. 76

Figure 44. Close up image of Pamantasan Lungsod ng Muntinlupa …………… 76

Figure 45. Close up Digital Illustration of School ……………………………… 77