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