Abstract
This study determined the perceived impacts of storytelling on academic performance and values integration by the primary teachers of selected elementary schools in Gumaca, Quezon This involved 60 teachers from the ten elementary schools in Gumaca Quezon. The Researcher used the descriptive research design on the main source of data and information. The result showed that most of the respondents belong to the age group of 36 to 49 years old, male, female and educational attainment and others courses. According to the results of the Kruskal Wallis H-Test all the null hypothesis are accepted which means that there is no significant difference on the perceived impacts of storytelling on the academic acuity and values integration when the respondents are grouped according to profile. Based from the results of the study, the following recommendations are suggested. The school administrators may be able to strengthen the use of storytelling in their school. The parents may help the pupils to listen and focus on storytelling. The teachers may motivate the pupils to sustain interest in storytelling. The pupils may continue to learn in storytelling. The future researchers may conduct a parallel study using bigger population for more viable and reliable results.
