Effectiveness of the Storytelling Method on Kindergarten Learners’ Classroom Participation, Learning Interest, and Social Relations: A Descriptive Survey Study

This study examined the effectiveness of the storytelling method in enhancing the performance of kindergarten learners in selected public elementary schools in the City Schools Division Office of Antipolo during the School Year 2024–2025. A descriptive survey research design was employed, utilizing a researcher-developed questionnaire checklist to evaluate the method’s effectiveness in terms of class participation, interest in learning, and social relations, as well as the challenges encountered in its implementation. The participants comprised the total population of 103 kindergarten teachers. Data were treated using frequency, percentage, and composite weighted mean to determine the level of effectiveness and the extent of challenges. The findings indicated that the storytelling method was effective, yielding a composite weighted mean of 4.06, signifying a high level of learner engagement, particularly in class participation and interest in learning. Despite these positive outcomes, teachers reported that challenges such as learner inattentiveness, limited instructional time, and insufficient learning materials and hands-on experiences were frequently encountered. It was concluded that storytelling is a pedagogically sound instructional strategy for early childhood education; however, its optimal implementation necessitates targeted interventions in classroom management, time structuring, and resource provision. It was recommended that kindergarten teachers consistently integrate the storytelling method into their instruction to enhance learners’ participation and interest. School administrators should provide adequate time, resources, and instructional materials to support the effective implementation.