The Impact of Storytelling and Traditional Reading

Abstract

This study explores the impact of storytelling and traditional reading on the reading comprehension of the Grade Five (5) pupils of the MSU-Integrated Laboratory School as applied by the teachers. The researcher used quasi-experimental design specifically the pretest – posttest design and utilized quantitative method to determine if there was a significant difference as to the gained mean scores between the two groups (experimental and control). The researcher concluded that the groups under study have the same variance during the pretest and posttest, thus they were comparable. However, there was a great change that occurred concerning the gained mean scores of the two after the intervention. The gained mean scores of the control group decreased, while the experimental group increased. It is recommended that teachers should be encouraged to conduct an investigation that could give them an insight to develop themselves to apply storytelling during reading activities and school administrators should encourage their teachers to use storytelling and upgrade their strategies on using it by awarding them opportunities to attend relevant trainings or workshops-seminars, parents should expose their children into the world of storytelling by reading them stories during their early stages so that love of storytelling will be invested at them and teachers must not limit the use of storytelling to the lower graders but rather utilize them also at higher level that needs the technique.