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THE EFFECT OF USING STORYTELLING IN TEACHING THE CONCEPTS OF

ELECTRICITY IN IMPROVING STUDENT LEARNING
IN SCIENCE OF GRADE SEVEN STUDENTS
IN THE TIBAGAN HIGH SCHOOL

Emmanuel Alcaraz Mamaril

emmanmamaril6493@gmail.com
Teacher I-Science

Rea Albio Almario

rea.almario092511@gmail.com
Teacher I-Science
Tibagan High School
Schools Division Office of Makati City

ABSTRACT

The study was conducted to determine how effective the use of storytelling is in presenting the
concept of electricity to grade seven students of the Tibagan High School. The main problem that the
researchers identified was the poor performance and understanding of the grade seven students on the
concept of electricity which they took during the third quarter. This was supported by the result of the
frequency of incorrect answers for the third periodic examination, the result of the pretest, and the
responses of the students to the questionnaire given to them before the intervention was done. To solve
this, the researchers employed the use of storytelling as a way of delivering the lesson to the students
instead of the traditional discussion method. The stories served as an analogy whose characters and plots
represented the content and concept of the lesson. The triangulation method was used to gather the data
that included the observation, the scores in the pretest, posttest, and quizzes, and the responses of the
students to the survey questionnaires to ensure validity and trustworthiness in the findings. Results
revealed that through storytelling, the students improved their performance and understanding of the
concept of electricity. They also found the lesson interesting and fun because of the relevance of the stories
and characters to the lesson and their daily lives. It is recommended that careful and systematic planning
be made when deciding to look for or create a story that could be used in a particular lesson to achieve
the desired outcome of learning. This included the teacher’s knowledge and deep understanding of the
lesson, relevance of the story to the lesson and the students’ age group and needs, and the incorporation
of fun and emotion in delivering the story.
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ACKNOWLEDGMENT

The researchers would like to take this opportunity to gratefully acknowledge the assistance and

contribution of the following who had faith in this undertaking.

To Mr. Alixander Haban Escote, the school principal of the Tibagan High School, for bringing to

the school the world of action research and for giving his immediate affirmation to the authors for this

research to be conducted;

To Mrs. Darish Camla Gamit, (position), for humbly and willingly sharing her expertise despite her

busy schedule;

To Mrs. Janet Gonzales Mercado, the coordinator of the Science Department, and the entire

Tibagan High School Science Team, for continuously providing the authors their trust and commendations

which boosted their confidence in doing this paper;

To Ms. Rosemarie A. Contreras, Head Teacher VI, Science Department of the Fort Bonifacio High

School, for her expertise and time in the validation of our necessary papers;

To the families of the authors for their patience, understanding, and support while this paper was

still in progress;

To all the students of the Tibagan High School, especially the respondents in this paper, for

enthusiastically participating in this endeavor, to whom this paper is dedicated;

And to God Almighty, the greatest teacher all, for His gift of wisdom and unending love.