Digital Storytelling Tools: Effects on the Listening Comprehension Skills of Learners

This study examined the effectiveness of digital storytelling tools on the listening comprehension skills of Grade 4 learners at Rosario V. Maramba Elementary School, Naga City, during the School Year 2024–2025. A descriptive–comparative one-group pretest–posttest design was employed, involving 100 learners selected through purposive sampling. Listening comprehension was assessed at the literal, inferential, and critical levels using PHIL-IRI-based measures. Results revealed that learners initially demonstrated low proficiency in listening comprehension (M = 1.66, SD = 1.21). Following the implementation of the digital storytelling tools, learners’ performance improved across all levels, with the highest gains observed in literal comprehension, followed by inferential and critical comprehension. A paired-samples t-test indicated a statistically significant difference between pretest and posttest scores (p < 0.001), leading to the rejection of the null hypothesis. Furthermore, Cohen’s d indicated a very large effect size, suggesting a substantial improvement in learners’ listening comprehension. The findings suggest that digital storytelling tools can effectively enhance learners’ listening comprehension skills through structured, engaging, and multimedia-supported instructional strategies.