Story-Based Learning as a Strategy for Vocabulary Development in Early Language Education

Abstract

This study examined the effectiveness of storytelling as a strategy for improving vocabulary development among Grade 1 pupils at Canuba Elementary School, District of Jagna, Division of Bohol, during the School Year 2025–2026. Early vocabulary growth is essential to later literacy; it is important to use approaches that truly engage young learners; however, classroom practices are often limited in their interactivity and motivation. To address this concern, the study examined storytelling as a more learner centered and participatory instructional strategy. A quasi-experimental pretest–posttest design was used, with 14 pupils assigned to either an experimental or a control group based on their Oral Reading Verification Test (ORVT) results. Vocabulary assessments were administered before and after the intervention, and a questionnaire was used to gather pupils’ perceptions of the instructional approach. Results indicated that while both groups improved from pretest to posttest, the experimental group that received storytelling instruction achieved significantly greater gains in vocabulary development than the control group. Pupils also described positive learning experiences, noting that storytelling increased their engagement, interest, and participation during lessons. Overall, the findings suggest that storytelling can strengthen vocabulary development and support an active, meaningful classroom environment. The study underscores the value of integrating storytelling into early grade instruction to promote language acquisition and comprehension. It also points to the need for teachers to have the skills and resources required to implement storytelling effectively. In addition, the study encourages parental involvement in storytelling activities at home to reinforce learning and further support literacy development. Future research may explore storytelling across different grade levels, subject areas, and educational contexts to confirm and extend these results.