Effectiveness Of Play-Based Learning Approach Through Interactive Storytelling Techniques to The Cognitive Skills Development of Kindergarten Learners

AUTHOR(S)

AVEL S. BALAGBIS

ABSTRACT

— This study was conducted to determine the Effectiveness of Play-Based Learning Approach through interactive storytelling techniques to the Cognitive Skills Development of Kindergarten Learners that was conducted in St. Vincent Learning Center in Schools Division of Baybay City. The findings of the study were the bases for the proposed Improvement Plan. This study, which utilized a quasi-experimental research approach, was particularly significant for kindergarten learners, as it aimed to provide a deeper understanding of how play-based learning, when paired with interactive storytelling techniques, directly influenced their cognitive development. Young children are at a crucial stage in their developmental journey, where foundational skills such as attention, memory retention, problem-solving, and comprehension are rapidly forming. By integrating interactive storytelling into playful activities, the study provided learners with an environment where they could explore ideas, express themselves creatively, and process new information in an engaging and meaningful way. This method respected the natural curiosity and learning styles of young children, helping them absorb complex concepts through familiar and enjoyable contexts such as stories, characters, and role-playing. The Test of Difference Between the Pre-test and Post-test Scores of Kindergarten Learners, which assesses whether a statistically significant difference exists between the learners’ cognitive skills before and after the intervention. The table highlights the pre-test and post-test mean scores, the computed t-value, the critical t-value at a 0.05 significance level, and the decision regarding the null hypothesis (Ho). It determines if the improvement in learners’ performance is statistically meaningful. It discusses the results by comparing the pre-test mean score and the post-test mean score, revealing a clear increase in cognitive performance. The computed t-value is notably higher than the critical t-value which leads to the rejection of the null hypothesis. This means the difference between pre- and post-test scores is statistically significant, showing that the intervention had a substantial effect on the learners’ cognitive development. The improvement in scores from average overall development (AOD) to highly advanced (SHA) shows that the instructional strategy used in the experimental group effectively enhanced cognitive skills. The significant gain suggests that the learners not only retained but built upon their prior knowledge, skills, and understanding in a structured and supportive learning environment. The results imply that the intervention or instructional approach significantly contributed to the learners’ progress, as evidenced by the increase in the average score. The result implies that meaningful and developmentally appropriate