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.
