Methodology

The study employed an experimental research design featuring two independent variables,
traditional storytelling and animated storytelling, and one dependent variable, students' listening
comprehension. Participants were allocated into two distinct groups: an experimental group subjected to
animated storytelling and a control group experiencing traditional storytelling. Both groups underwent
identical pretest and posttest assessments. The research aimed to discern which storytelling modality,
traditional or animated, engenders superior listening comprehension among students. The study took
place at Mansasa National High School in barangay Mansasa, Tagbilaran City, selected purposively due
to an existing partnership with Bohol Island State University. Grade 9 students were chosen in alignment
with educational standards emphasizing comprehension of English and American literature. The primary
data-gathering instrument comprised a researcher-constructed questionnaire based on selected stories,
ensuring relevance to the curriculum and pedagogical objectives. Rigorous validation procedures,
including content validation by subject matter experts and reliability testing, underscored the
questionnaire's robustness. Implementation phases involved securing permissions, conducting pilot
testing, refining the questionnaire, and administering pretests. Subsequent to these steps, traditional and
animated storytelling interventions were conducted, followed by posttest assessments to evaluate
comprehension outcomes.

Results

Table 1
Listening Comprehension of the Control and Experimental Groups in the
Pretest and Posttest on the Five Levels of Comprehension

Control Experimental
Group Level of Mean Description Level of Mean Description
Comprehension Comprehension
Literal 8.14 Above Literal 8.79 Above
Average Average
Pretest Reorganization 7.86 Above Reorganization 7.64 Above
Average Average
Inferential 8.21 Above Inferential 7.00 Average
Average
Evaluation 7.86 Above Evaluation 7.43 Average
Average
Appreciation 4.93 Average Appreciation 4.86 Average
Literal 11.14 Above Literal 9.79 Above
Average Average
Posttest
Reorganization 8.64 Above Reorganization 8.57 Above
Average Average
Inferential 10.00 Above Inferential 8.79 Above
Average Average
 Evaluation 8.86 Above Evaluation 8.07 Above
Average Average
Appreciation 7.00 Average Appreciation 6.93 Average

The analysis correlates with the data outlined in Table 1, revealing the performance trends of the control
and experimental groups across distinct levels of listening comprehension in both pretest and posttest
phases. Initially, the control group showcased above-average performance in the literal, reorganization,
inferential, and evaluation levels during the pretest, while achieving an average score in the appreciation
level. Subsequently, in the posttest, the control group sustained above-average performance in the first
four levels and reached an average score in the appreciation level. Notably, despite some levels
maintaining their categorical descriptions, notable enhancements were observed in their scores, indicative
of the efficacy of traditional storytelling in augmenting listening comprehension.

Likewise, referring to Table 1, the experimental group initially demonstrated average performance in the
last three levels during the pretest, with above-average performance in the first two levels. In the posttest,
while the group retained above-average performance in the first two levels, improvements were evident in
the inferential and evaluation levels, leading to their transition from average to above-average
performance. However, akin to the control group, the experimental group sustained average performance
in the appreciation level. Despite some levels appearing to maintain the same categorization, substantial
score increases were recorded, suggesting the effectiveness of animated storytelling in enhancing
listening comprehension.

The findings underscore the effectiveness of both traditional and animated storytelling strategies in
advancing students' listening comprehension across various levels, as observed in the data presented in
Table 1. While persistent challenges such as limited vocabulary, organizational difficulties, and
motivational issues influenced performance across both groups, addressing these challenges may yield
improvements in appreciation level performance. Overall, the analysis of the data in Table 1 corroborates
the efficacy of engaging with both traditional and animated storytelling in fostering meaningful
engagement and cognitive development in students' listening comprehension abilities.

Table 2

Differences in the Performance of the Control Group and Experimental Group

Computed Tabular Value Interpretation Decision

T-test @∝= 0.05

Pretests of both 0.60 2.06 Insignificant Accept the null

groups hypothesis
Pretest and 5.82 2.16 Significant Reject the null
Posttest of the control hypothesis
group
 Pretest and 3.50 2.16 Significant Reject the null
Posttest of the hypothesis
experimental group

Posttests of both 0.64 2.06 Insignificant Accept the null

groups hypothesis

The examination transitions to Table 2, where it becomes apparent that no significant disparity exists in
the pretest scores between the control and experimental groups. This non-significant outcome of the two-
sample independent t-test implies that both groups commenced the study with comparable baseline
measures of listening comprehension. Such parity in initial measurements mitigates the risk of bias
stemming from initial disparities, thus enhancing the study's internal validity. Consequently, any
subsequent differences in posttest scores can be reasonably attributed to the distinct storytelling
interventions.

Moreover, the paired t-test conducted within both the control and experimental groups demonstrates
significant discrepancies between pretest and posttest scores. For the control group, this signifies a
tangible shift attributed to exposure to traditional storytelling, reaffirming its efficacy in enhancing listening
comprehension across various levels. Similarly, within the experimental group, the statistically significant
difference indicates measurable improvement attributable to animated storytelling, reflecting its
multifaceted impact on comprehension enhancement.

Interestingly, post-intervention assessments revealed no significant difference in scores between the

control and experimental groups, as indicated by the two-sample independent t-test. This suggests that
both traditional and animated storytelling exerted comparable effects on students' listening
comprehension. While traditional storytelling fosters personal connections and comfortable learning
environments, animated storytelling integrates visual and auditory stimuli, heightening comprehension
and engagement. Consequently, the data collectively supports the acceptance of the null hypothesis,
positing equivalence in the efficacy of both storytelling modalities in enhancing students' listening
comprehension.

This study compares the impact of traditional storytelling versus animated storytelling on students'
listening comprehension. Both methods showed effectiveness, but with nuanced differences. While
traditional storytelling led to a slightly larger increase in comprehension at the literal level, animated
storytelling resulted in a slightly greater improvement at the reorganization level. However, both methods
yielded similar outcomes in terms of inferential, evaluation, and appreciation levels. Importantly, there
were no significant differences between the two groups in their post-intervention comprehension abilities,
suggesting comparable effectiveness between traditional and animated storytelling in enhancing listening
comprehension.