Perceived Effectiveness of Digital Storytelling in Junior High School Social Studies

Abstract

This study examined the implementation and perceived effectiveness of digital storytelling in Social Studies among Grade 7 learners at Arcelo Memorial National High School during the School Year 2025–2026. It focused on the implementation of digital storytelling in terms of availability of technological resources, teacher readiness and instructional preparation, frequency of integration, and administrative and technical support. It also assessed learners’ responses in terms of engagement, motivation, comprehension, and participation, as well as their perceived effectiveness of digital storytelling. The study employed a quantitative descriptive-correlational research design. A total of 120 Grade 7 learners participated in the study. An adapted questionnaire was used to gather the necessary data, which were analyzed using weighted mean, standard deviation, and Pearson product-moment correlation. Findings revealed that digital storytelling was implemented in Social Studies instruction, while learners demonstrated high levels of engagement, motivation, comprehension, and participation. Learners also perceived digital storytelling as an effective instructional strategy that enhanced their understanding of lessons, encouraged active participation, and made learning more meaningful and enjoyable. Significant positive relationships were found among digital storytelling implementation, learners’ responses, and perceived effectiveness. It is concluded that digital storytelling is a useful instructional strategy for supporting active and meaningful learning in Social Studies. It is recommended that teachers continue integrating digital storytelling, while schools strengthen technological resources, connectivity, and teacher training. A proposed learning plan was developed based on the findings.