The Effects of Digital Storytelling on Class Engagement and Listening Comprehension in Kindergarten

The study focused on determining the effects of digital storytelling in engagement in class and listening comprehension in the kindergarten level. It followed a quasi-experimental method of research to be able to easily determine the difference between two groups of kindergarten students exposed to two types of storytelling. The main purpose of this study is to know if the effects of digital storytelling in engagement in class and listening comprehension are better as compared to read-aloud storytelling. The use of digital storytelling in this study is guided by Richard Mayer's Theory of Multimedia Learning. Findings revealed that digital storytelling is more effective in enhancing students' listening comprehension and makes students more engaged in class as compared to read-aloud storytelling. Being a kindergarten teacher teaching in a world surrounded by computers every day, digital storytelling is a powerful modality that can be used to ensure students' improvement in listening comprehension and engagement in class.