A.
Action Research Questions Script:
The focus of this action research is to determine the effectiveness of using storytelling with
digital illustrations in enhancing the local history learning of Grade Three pupils at San Diego
Elementary School.
To guide the study, the following research questions were formulated: 1. What is the current
level of learners’ understanding of local history lessons before, during, and after the
implementation of storytelling using digital illustrations? This question establishes the learners’
baseline understanding and tracks their progress throughout the intervention. 2. Is there a
significant improvement in learners’ understanding and retention of local history concepts after
using storytelling with digital illustrations? This question seeks to determine whether the
strategy brings measurable improvement in the learners’ comprehension and long-term
retention. 3. What actions or strategies can be proposed to further enhance the effectiveness of
storytelling using digital illustrations in teaching local history? Through this, the study aims to
offer recommendations for continuous improvement and wider implementation of the
approach.”
B. Proposed Innovation, Intervention, and Strategy (IIS) 1. Innovation Script: “The innovation
introduced in this study is the integration of storytelling with digital illustrations as an
instructional strategy in Araling Panlipunan 3. The intervention combines short, age-appropriate
narratives about local events, people, and traditions with vivid digital illustrations such as slides,
scanned drawings, or simple animations. This multimodal approach helps young learners
visualize historical concepts more clearly while also reducing cognitive load, making lessons
easier to understand. It shifts learning away from mere memorization of dates and facts by using
graphic organizers, visual scaffolds, and narrative structure to make information meaningful.
Scholars such as Robin (2008) and Ohler (2013) highlight that digital storytelling enriches
comprehension by merging visuals and narratives. Likewise, Kapaniaris et al. (2020) emphasized
that technology-supported storytelling enhances learner participation and transforms passive
listening into active, purposeful engagement. Through this innovation, local history becomes
more relatable, interactive, and developmentally appropriate for Grade Three learners.” 2.
Intervention Script: “The intervention will be implemented over a four-week period. It consists
of structured storytelling sessions that use digital illustrations to improve comprehension,
engagement, and retention of local history content. All activities support the MELCs in Araling
Panlipunan for Grade 3. The intervention includes: Digital Story Viewing and Discussion The
teacher presents a digital story using PowerPoint or video. Strategic pauses are made to ask
questions and encourage reflection. Story Sequencing Through Printed Illustrations Students
arrange printed pictures from the story in chronological order to strengthen sequencing skills
and understanding of cause-and-effect. ‘Tell Me What Happened’ Retelling Activity Students
retell the story in their own words, enhancing comprehension, vocabulary, and communication.
Group Poster Storyboard Learners work in groups to illustrate and narrate their own version of a
local story, promoting creativity and collaboration. Community History Corner Students display
their outputs, reflections, and illustrations to build pride in local identity. Implementation Steps:
Preparation of illustrated digital stories Conduct of pre-test to assess baseline understanding
Two storytelling sessions per week for four weeks Conduct of post-test after the intervention
Comparison of pre-test and post-test results to determine improvement” 3. Strategy Script: “The
strategy is grounded in story-based learning and visual learning. It follows DepEd’s learner-
centered and constructivist approach, which promotes active participation and meaningful
connections to real-life experiences. Key components of the strategy include: Active Learning –
Students engage in viewing, retelling, sequencing, and creating illustrations. Collaboration –
Group storytelling and poster-making promote teamwork and peer learning. Immediate
Feedback – Guided questions and reflections allow teachers to correct misconceptions right
away. Motivation and Engagement – Colorful visuals and relatable narratives sustain interest in
the lesson. Real-World Context – Stories feature familiar local events, people, and traditions to
strengthen cultural identity.”