Enriching Literature Teaching Strategies: Transforming Short Moral Stories into Animated Videos Using AI

AUTHOR(S)

GILBERT C. BIÑAS JHON RYAN B. ESPURA JUNE CRISTY B. GALACIO GLAIZA VELASCO ROSELIE S. BALDELOVAR

ABSTRACT

—— This study examined the relationship between literature teaching strategies and students’ reading comprehension when short moral stories were transformed into AI-generated animated videos. Using a descriptive–correlational design, 120 junior high school students from two Philippine public schools were assessed with a content-validated reading comprehension test and a reading strategies questionnaire. Instruments were pilot-tested and demonstrated high reliability (α = 0.87). Findings showed high comprehension levels, particularly in vocabulary and story structure, with frequent use of previewing, integrating prior knowledge, and summarizing. A moderate positive correlation was found between reading strategies and comprehension (r = 0.48, p < .05), indicating that strategic engagement significantly enhances understanding. The results highlight the novelty of combining AI animations with reading strategies in the Philippine context, offering a multimodal approach that enriches literature instruction and supports student engagement. Keywords — Teacher Education, Reading, Strategies, Comprehension, Artificial Intelligence, Literature Teaching