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PROMOTING ENGAGED LEARNING THROUGH STORY JOURNALING IN DEVELOPING STORY COMPREHENSION AMONG KINDERGRATEN LEARNERS

MARY ANN G. SANLAD, LPT, MAEd April 2026

Abstract

This study examined story journaling’s effectiveness in improving kindergarten learners’ story comprehension at Mandaue City Central School (SY 2025–2026). Using a one-group pretest–posttest design, results showed significant improvement in recalling, sequencing, and interpreting stories. Findings confirmed that story journaling enhances comprehension, promotes active learning, and strengthens early literacy skills.

People

Student MARY ANN G. SANLAD, LPT, MAEd

Supervisor KAITHLIN MARIE M. OPINGO, DevEdD

Co-Supervisor RAYMOND C. ESPINA, PhD, DevEdD

Institution

Department College of Graduate Teacher Education

University CTU

Country Philippines

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