THE EFFECTIVENESS OF STORYTELLING WITH BACKGROUND

MUSIC AND SOUND EFFECTS IN GRADE 1 LEARNERS OF

NIEVA ELEMENTARY SCHOOL

An Undergraduate Research Proposal

Presented to the Faculty of the College of Education
Polytechnic University of the Philippines
Mulanay, Quezon Branch
General Luna, Quezon Campus

In Partial Fulfillment of the Requirements for Degree

Bachelor of Elementary Education

By:

Fritz Andrei E. Enero

Glycel P. Sebuc
Dianne Ashley O. Tombado

First Semester, A.Y 2023-2024

 TABLE OF CONTENTS

Title Page ` i
Table of Contents ii

1. The Problem and Its Setting

Introduction 1
Theoretical Framework 2
Conceptual Framework 5
Statement of the Problem 6
Hypotheses 7
Scope and Delimitation of the Study 7
Significance of the Study 8
Definition of Terms ` 8

2. Review of Literature and Studies 11

Synthesis of the Reviewed Literature and Studies 19

3. Methodology 21
Method of Research 21
Population, Sample Size, and Sampling Technique 22
Description of Respondents 22
Research Instruments 22
Data Gathering Procedure 23
Statistical Treatment of Data 24

References 26
 Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Storytelling is a great approach for introducing a new topic and it is an effective

way to teach learners about the world in which they live. Learners may enhance their

creative thinking skills and learn about fundamental principles through listening to

stories. Since storytelling is thought to be a very successful teaching method, it is

frequently used for teaching second languages, particularly to very young learners.

However, using storytelling in the classroom with young learners can be challenging

since some learners are unwilling to listen when the story is narrated in a second

language. This could lead to several challenges for teachers.

Listening plays an important role in second language instruction for several

reasons (Rost, 1994). A learner may experience memory problems for a variety of

reasons after listening to something. Goh (1999) listed the following as the most frequent

listening issues that learners encounter: forgetting what they hear quickly, not

recognizing words they know, understanding the message but not the intended meaning,

skipping over the next section while considering the meaning, and being unable to

create a mental image from words heard. Learners also experience a range of difficulties

when listening to a teacher tell stories, including trouble focusing, having trouble

understanding, or having trouble processing information at the teacher's pace.

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The storytelling method might become boring and cause learners to lose interest

if it lacks excitement or variation. Including background music and sound effects might

help teachers in addressing the storytelling challenge. In radio dramas, background

music is an essential element of the story and enhances the listener's engagement and

interest. In addition to the background music, sound effects are also quite important,

particularly when it comes to second-language storytelling. If a learner can identify the

sound effects, a particular word in a second language may be easier to understand,

making it easier for learners to follow the teacher's narration of the story. Based on DCT,

Miller and Marks (1992) have shown that sound effects may generate mental imagery

due to their advantage of having a dual code in the memory. This study aims to

determine the effectiveness of storytelling with background music and sound effects.

The researchers conducted this study since most first graders pay little interest in

English stories, and first grade is also when the teaching the detail of the short story

begins.

Theoretical Framework

Figure 1: Theoretical Paradigm

Welles’ Music in Radio Miller’s Theories of Story

Drama Theory and Storytelling

Effectiveness of Storytelling with Background Music and Sound Effects

 3

Orson Welles popularized the use of radio as a dramatic medium, and his Theory

regarding the use of music in radio drama were reflective of his creative storytelling

methods. This theory emphasized the importance of sound and music in creating a

powerful emotional impact on the audience. He believed that music played a crucial role

in enhancing suspense and intensifying the overall experience of a radio play.

Background music and sound effects served as a potent tool to guide the audience's

emotions and enhance the mental imagery created by the narrative. The carefully

crafted integration of music helped listeners visualize scenes, characters, and events in

their minds, fostering a unique and personal engagement with the story. Welles argued

that radio drama had a unique advantage over other forms of storytelling because it

relied solely on auditory elements. According to him, the absence of visual cues in radio

allowed for a more profound engagement of the listener's imagination.

Welles recognized the power of music in establishing the mood and atmosphere

of a scene. By choosing appropriate musical accompaniments, he could transport the

audience to different settings and time periods. This contributed to a more immersive

experience, allowing listeners to mentally visualize and feel the story unfolding through

the combination of narrative and music. Strategically placed background music and

sound effects can make a radio drama more memorable. Certain musical themes may

become synonymous with specific moments or characters, leaving a lasting impression

on the audience. This memorability contributes to the overall impact and success of the

production. The theory makes it obvious that background music or sound effects for a

scene in a movie shouldn't be chosen at random. It ought to be relevant to the scene's

circumstances to be more attractive and entertaining to watch. Positive music for joyful

events or sad music for sad ones. Welles’s Theory of Music in Radio Drama has served
 4

as one of the key theories for this research. The development of teacher's storytelling to

learners will be related to this theory since sound effects and background music play a

significant role in stories in radio drama.

Miller's Theories of Story and Storytelling provide as another theoretical

foundation for this study. This theory addresses several types of stories, their

components, various traditional story types, the evolution of story characters, and other

aspects of stories. This also explains what makes a storytelling event interesting,

engaging, and meaningful. Learners' attention is captured more when stories are told.

They feel an affection for both the story being told and the teacher who is the storyteller.

Since this theory is concerned with story and storytelling, it pertains to the research

since it will help to enhance teachers' ability to tell stories effectively.

The researchers believe that through this kind of storytelling appears effectively

for learners as it is an advanced method that will undoubtedly improve the teacher's

narrative skills. Combining these two theories will undoubtedly make it just as successful

as Welles’ music in radio drama theory, which had a lasting impact on the medium,

influencing subsequent generations of audio storytellers and filmmakers. The engaging

impact of background music and sound effects when used in storytelling, excellent

outcomes can be obtained in this research.

 5

Conceptual Framework

Figure 2: Conceptual Paradigm

Learners (Grade 1)

Grade

Pretest

Storytelling with
Control The Usual Experimental
Background Music
Group Storytelling Method Group
and Sound Effects

Posttest

Comparison of Two Groups

Effectiveness of Storytelling
with Background Music and
Sound effects

The research process is shown in the conceptual framework. The Grade 2

learners are the study's subject, and they are divided into two groups: the experimental
 6

group and the control group. The pretest activity will be conducted by the same group.

Once the participants have submitted their answers, the research will proceed with the

control group by the usual storytelling method using a story from the book that relates to

the topic under discussion. The experimental group by will proceed to the storytelling

with background music and sound effects using the same as the control group used with

an extra Android phone and speaker that may be used for sound effects and background

music. We made an Android app named "Soundboard for Teachers" to make it simpler

to arrange the sounds that will be utilized in the storytelling. Following that, both groups

will proceed with the posttest, and both will provide an answer. The pretest and post-test

will determine which of the two methods is more effective.

Statement of the Problem

The main objective of this research is to find out whether using background music

and sound effects while storytelling is more effective than using the traditional method.

1. What is the pre-test activity of the control group and experimental group related

to the story to be presented?

2. What is the post-test activity of the control group and experimental group related

to the story that has been presented?

3. Is there a significant difference between the control group and experimental

group pre-test activity related to the story to be presented?

4. Is there a significant difference between the control group and experimental

group post-test activity related to the story to be presented?

5. Is there a significant difference between the procedure of the pre-test and post-

test activity of control group related to the story to be presented?

 7

6. Is there a significant difference between the procedure of the pre-test and post-

test activity of experimental group related to the story to be presented?

Hypotheses

The study will test the following hypotheses:

1. There is no significant difference between the control group and experimental

group pre-test activity related to the story that has been presented.

2. There is no significant difference between the control group and experimental

group post-test activity related to the story that has been presented.

3. There is no significant difference between the procedure of the pre-test and post-

test activity of control group related to the story that has been presented.

4. There is no significant difference between the procedure of the pre-test and post-

test activity of experimental group related to the story that has been presented.

5. The post-test result is higher than the pre-test result

Scope and Limitations of the Study

The purpose of this study is to determine the storytelling approach of using

background music and sound effects when delivering stories to Grade 1 learners at

Nieva Elementary School. The study will take place at Nieva Elementary School. The

study aims to include 30 learners as participants. It will be measured and compared

between both approaches to see if using background music and sound effects for

storytelling is more effective.

 8

Significance of the Study

The study would benefit the various sectors as follows:

Learners. Learners may benefit from this research as it will inspire them to listen

to stories related to the topic. This may help the learners comprehend the stories more

fully and make it easier for them to remember them, which will be very beneficial if the

teacher asks them to respond to a question later.

Teachers. Teachers may benefit from this study. By using this approach, they

can make storytelling more enjoyable for learners and get their attention easily. With all

their focus to the story, the teacher won't have any trouble pointing out and telling

learners to listen.

Researchers. Researchers may benefit from this study since improving

storytelling is one of the study's goals and storytelling has applications outside of school

as well. They may use this research as a starting point for their study.

Others. The findings of this research may be put to a variety of uses once it is

done. Like the software we will create, it may be utilized for a variety of purposes. For

instance, it can be employed in a comedy show or a stage play where there is

storytelling.

Definition of Terms

The following terms were defined conceptually and operationally for a better

understanding of the study.

Storytelling. It is the interactive art of using words and actions to reveal the

elements and images of a story while encouraging the listener's imagination.

 9

Operationally, Storytelling is an implement activity done by the researchers to the

students to tell a story and to test whether adding sound effects and background music

will make it more effective than using the traditional storytelling method.

Background Music. It is a music that accompany the dialogue or action of a

motion picture or radio or television drama.

Operationally, Background Music in this research will be used while storytelling.

Depending on what's happening in the story, either happy or sad music may be used in

this setting.

Sound Effects. It is an effect that are imitative of sounds called for in the script

of a dramatic production (such as a radio show) and that enhance the production's

illusion of reality.

Operationally, Sound effects will also be used when telling stories. It differs from

background music in that it is only use for certain sounds, such as animal chirping,

footsteps, the sound of cars, and other noises.

Android Phone and Loudspeaker. Android phone a powerful, high-tech

smartphone that runs on the Android operating system (OS) developed by Google and is

used by a variety of mobile phone manufacturers while a loudspeaker is an

electroacoustic transducer that converts an electrical audio signal into a corresponding

sound.

Operationally, these are devices in adding sound effects and background music

while storytelling.

Soundboard for teachers. It is a collection of sound bites in an audio file,

especially when accessible over the Internet.

 10

Operationally, Soundboard for teacher is the name of the application that the

researchers created for Android phones to organize the sounds that will be used so that

the background music and sound effects may be controlled during storytelling and

played at the right moment.

 Chapter 2

REVIEW OF LITERATURE AND STUDIES

This chapter offers an overview of related literature and studies, both domestic

and foreign, that have implications for our study. These reviews of related literature that

are relevant to the topic were gathered from the internet. Written resources that are

essential for understanding the goal of this study are included in this part of the

research.

In grade 1 English Subject Quarter 3, this is where the details of a story such as

describing the characters, the setting, and the events will be introduced. By the time

grade 1 learners reach the third quarter, many learners still have difficulty in reading,

especially when it comes to English, so teachers narrate the English stories included in

the lessons as a result. In Janice M. Del Negro (2021) book entitled "Storytelling: Art and

Technique" she stated that, “children of all ages do want to hear stories. Select well,

prepare well, and then go forth, stand tall, and just tell”. When a story is presented well,

listeners are captivated and become actively involved. They connect with both the

storyteller and the story that is being told. They lose themselves in the actions,

challenges, and actions of the characters. They put themselves in the shoes of the

characters and empathize on an intellectual and emotional level to the actions and

circumstances that the characters make. This book has shown that there are many ways

to tell a story and it is up to the storytellers to decide how to make it more interesting or

captivating.
 12

According to Kian How (2019), a visual media audio specialist in Shanghai said

that storytelling has no boundaries. Stories are not limited to being told orally or visually.

When it comes to the storytelling experience, sound plays a crucial role since it enables

us to feel and imagine, to go beyond the present moment, and briefly enter a fictional

realm. It is the essence of life, or what Kian How consider to be the true meaning of

"Soul Food”. Humans can experience a wide range of emotions when the sounds are

arranged in a particular way. In traditional music, terms like modes, intervals, scales, and

harmonies are used to help us comprehend the various combinations of sound

frequencies and the associated emotional experiences they can generate.

In addition, Janice M. Del Negro (2021), she stated that, music can establish or

complement atmosphere, mood, and setting, just as a gesture can demonstrate a

character's action. Your listener's imagination is stimulated when you pair background

music and sound effects with the story's primary emotion. A story's tension can cause an

otherwise pleasant instrumental melody to become discordant, and drumming can

simulate a rapid heartbeat. Soft, meditative tones on a bell or gentle, leisurely strumming

on a string instrument might create sadness. You can even take a momentary pause

from speaking and let the music speak. It depicts how music and storytelling may work

together.

Learners could gain many positive effects from music alone. In the research

study of James DiDomenico (2017) entitled “Effective Integration of Music in the

Elementary School Classroom” he stated that most people's personal lives revolve

around music, and when a child enters a school, music is turned off all too frequently.

According to what we already know from firsthand experience, music has a profoundly

positive impact on and enriches our lives. Why then turn it off as soon as children arrive

at school? Our duty as educators is to make the most of the power of music to improve
 13

student learning. The use of background music and sound effects while storytelling is

one way that music can be integrated into classrooms. It enhances the enjoyment and

interest of the learning process. Since it can focus concentration, boost memory, foster a

desirable environment, improve engagement, keep students on the objective, and

stimulate their imagination, it can benefit learning for children.

According to Lisa Glesil (2020), Fishers Youth Services Librarian states that both

adults and children can enjoy music, but its benefits go beyond simple amusement.

Children benefit from applying music in several ways, including reduced stress, cognitive

stimulation, bonding, inspiration for movement, improved sleep, and the production of

dopamine, a neurotransmitter linked to positive emotions. Children can enhance their

auditory memory, learn to comprehend signals with the aid of music, and expand their

vocabulary by being exposed to new words. The amazing thing about music is that it

simultaneously activates several brain regions. This is relevant to the present study

since it is about music which background music and sound effects is included.

In terms of the effect of background music and sound effects, Dr. V. M.

Subramanian (2023), in his study “The Effect of Background Music on Listening

Comprehension among Intermediate Students”, he proved that sequential extra sound in

the form of music have reasonable impact over the listening comprehension especially

with positive results. The pupils' lack of tension or seriousness when listening to music

helped them focus more intently and think more clearly about the material they were

studying. The evaluation of the 25-student listening to background music group reveals

several beneficial effects, such as improved scores and improved control over emotions.

In addition, a (2016) study at the University of Southern California’s Brain and

Creativity Institute discovered that early exposure to music may enhance the

development of the brain, especially in the domains of comprehension of words and

 14

language acquisition. “We are broadly interested in the impact of music training on

cognitive, socio-emotional and brain development of children,” said Assal Habibi, the

study’s lead author and a senior research associate at the BCI in the USC Dornsife

College of Letters, Arts and Sciences. For our brain to process sound, the auditory

system links our ears to it. Our ears receive sound waves, which they then translate into

brain signals when we hear something.

According to the study of Sara B. et al. (2014) entitled “The cognitive effects of

listening to background music on older adults: processing speed improves with upbeat

music, while memory seems to benefit from both upbeat and downbeat music” results

show that music of any kind may help with memory performance. The limbic system,

which is involved in processing emotions and managing memory, is activated by music,

which explains. It's common knowledge that music has the power to arouse emotions.

Studies that use music therapy to improve memory in Alzheimer's patients by evoking

emotional reactions provide evidence in favor of this. There is nothing that music cannot

do. It can make individuals joyful then unhappy and vice versa in a couple of minutes

(Vivek, 2016).

Similarly, Kendra Cherry, MSED (2023), evidence indicates that echoic memory

improves between the ages of two and six and plays an important role in cognitive

development. Everybody has heard a sound that seems to stick in their memories.

Perhaps there's a honking or ringing sound. Maybe it's your dog barking or your cat

meowing. When delivering a story, using sound effects like these could make it easier

for the pupils to recall the events. No matter what kind of noise it is, it always seems to

stay in your head after it has ceased. We refer to this as echoic memory. Echoic memory

is automatic, which means it occurs without conscious effort.

 15

In the study of Justine Mae F. et al (2018) “Memories and Emotions in Music: An

Experimental Study” states that a person's memory is associated with a sound that is

pleasing to the human ear. Because a musical composition that appeals to the listener

and captures their attention can readily absorb and embrace the meaning of the sound.

Therefore, the music chosen must fit into the story and the events happening to prevent

annoying the listener or confusing them. When it comes to this, careful consideration

should be made for the placement of sound effects and background music in the story.

Radio dramas have used background music and sound effects to tell stories.

Based on the study of Kenneth Smith (2021) titled “Music in Radio Drama: The Curious

Case of the Acousmatic Detective”, states that music acting as ‘bridges’ to portray

transitions between two places that we cannot see but can imagine through the extreme

reliance on musical cues (for example: we can’t see a Christmas scene in a radio drama,

but we can hear a Salvation Army band or carol singers). Since both radio and film

practice the storytelling craft, there must be some clear similarities between the methods

we employ to study them. I hope to have demonstrated that there is much more to radio

than just magic, even though Chion points out that it is the master of the acoustic arts

and that background music and sound effects function as the magical acousmêtre in this

instance.

In the research study of Ik-Soo Ahn (2021) on the Sound Effect of Footsteps

used in Radio Drama, he concluded that the sound of footsteps stands out among radio

drama sound effects because it helps tell a tale and reveal character details. The

scene's setting and circumstances are described, and the character's gender and

emotional condition are clear. Footstep sounds have been confirmed to play a variety of

roles in radio dramas. They are an essential sound that must be used to establish the

character's identity, the scene's location, and the circumstances surrounding the plot's
 16

development. Radio dramas that can be heard only by sound require a variety of devices

to replace the video of TV dramas, and sound effects play a big role.

The significant role of sound effects and background music is not limited to radio

dramas; it is also evident in films, where it greatly enhances the overall plot and story

flow. According to Carlos Carrión von Reckow (2023), a movie without sound effects

would be a lifeless, dull experience for viewers – absolutely no fun to watch! Even the

most visually stunning films need these audible cues to bring stories to life. It's essential

to understand how sound effects contribute to the audience's involvement in the story by

offering hints about what's happening in a scene or the thoughts and emotions of the

characters without directly stating them. When two characters are in a fight and neither

of them says anything, for instance, having the right background music or sound effects

will alert viewers to the situation and build suspense even in the absence of spoken

words.

Radio dramas and Films have benefited greatly from the use of sound effects

and background music. Based on the study of Alice P. et al. (2015) entitled “The effect of

background music on episodic memory and autonomic responses: listening to

emotionally touching music enhances facial memory capacity”, the study showed that

when listening to joyful music, participants were more adept at recognizing sub-threshold

happy faces, and the opposite was true for sad faces and sad music. This implies that

early visual brain activity and sensory processing in a binding modality are altered by

music, which can modify how we see. Like how the idea of a movie soundtrack is based,

several research corroborate the theory that musical perception has the power to alter

how the brain interprets visual information. In this instance, music has a powerful effect

on how a film's story is interpreted because it is assimilated into the mind alongside

visual details. As a result, music offers a sense of realism, cues memory, directs
 17

attention, sets the tone, communicates meaning, and enhances the aesthetic

experience. Moreover, the harmony, rhythm, melody, timbre, and tonality of music can

all tell different kinds of stories about emotions, evoking different kinds of feelings in the

listener concurrently or sequentially.

In addition, according to Enhance Media (2019) The majority of audiovisual

projects include music, original soundtrack songs, and other musical elements, which

suggests that all these helps make the storytelling in a film more enticing, digestible, and

memorable because our brains can form an emotional bond between a piece of music

and something positive, sad, joyful, negative, etc. Because of this, we remember these

pieces and associate what's happening in the audiovisual project with things we've

experienced before. The utilization of musical elements in audiovisual projects to tell a

story has enabled the sound and audio post-production industries to explore to a whole

new degree.

Moreover, Young-Sung K. et al. (2022), in their study “The impact of background

music on film audience’s attentional processes: Electroencephalography alpha-rhythm

and event-related potential analyses” The results of the analyses indicate an advantage

for the audience's attentional process when background music is present. When

compared to the condition without any background music, the two analyses consistently

demonstrated that higher degrees of attentional processes were involved in the

background music situations. This suggests that when background music is present,

viewers can focus more on the footage's visual image. Previous research on the

connection between background music and focus has produced mixed findings. Radio

drama and film is connected to the present study since it is a form of storytelling.

Diegetic and non-diegetic sounds are two types of sound when it comes to film or

radio drama. According to Rothstein A. (2021), Diegetic sound can mimic the precise
 18

action seen on film or by someone who is outside the scene but still participating inside

the universe of the story, whether it be dialogue from actors, the sound of glass

breaking, or the horns of taxis. For instance, when someone knocks on the door from the

outside, they are still diegetic but not synchronous. The world of the story does not

include non-diegetic sound. This can include the narrator, the background music and

sound effects, or any accent noises utilized in the film for impact. Any movie or radio

drama needs both diegetic and non-diegetic noises to provide context. Sound is a useful

instrument for communicating stories and letting the listener experience them to the

fullest. Sound has the power to both forward and stop a narrative.

According to Edith Weiss (2014), she states that choose pre-show music that

helps put the audience in the mood you want them in and that suits the play you’re

doing. Say you are doing Cinderella. Do you consider her to be from the Middle Ages?

Next, locate some music from the 14th, 15th, or 16th century that reflects the

Renaissance. This song could be appropriate for the play's opening, the ball, the Fairy

Godmother's introduction, and the play's conclusion. You may choose to play a different

song during the curtain call. Want to place your "once upon a time"-themed event in the

17th century and use kings and queens? Using Baroque music instantly transports your

listeners to those eras and imparts a little knowledge.

In addition, Matthew Boudreau (2023) states that a good sound design brings a

story to life by adding layers of realism and depth. Sound effects play a crucial role in

bringing the listener into the story and producing a realistic experience in voice plays.

They can heighten the tension and drama and give you the impression that you are

physically present in the scene. Imagine how startled a loud gunshot or a groaning

floorboard can make you feel. The ambience is also essential for creating an immersive

audio drama sound design! The background noise in a scene that produces a realistic
 19

and engrossing soundscape is known as ambience. It establishes the tone, atmosphere,

and setting of the narrative like a wash on a canvas. The use of ambience can immerse

the listener in the narrative by taking them to a new setting and time. You may include

noises from a forest, such as rustling leaves, birds tweeting, and maybe even the sound

of a distant river.

Moreover, according to Antonio Pavlov (2019), he states that sound design is a useful

storytelling tool for building a realistic scene. The language, sound effects, and

atmospheres all work together to reinforce the story presentation. Viewers can learn the

location and contents of a scene through sound design, as well as the appropriate

emotions to experience throughout that scene. Smart use of sound design can evoke

any emotion in viewers—scared, happy, nervous, sad, etc. What the scenario is

attempting to accomplish is a crucial consideration. What does the scene intend to

express? Is it attempting to make an emotional impression? Does this scenario involve

drama? You then work with that and base your sound on it. Then you work with that,

using it as the foundation for your sound. Therefore, before doing storytelling to

students, the teachers must have prepared it, read the story, prepared the sounds to be

used and rehearsed it to be more effective.

Synthesis of Reviewed Literature and Studies

The book of Janice M. Del Negro (2021) entitled "Storytelling: Art and Technique"

shows that there are several techniques to narrate a story and it is up to the storytellers

to decide how to make it better. Ik-Soo Ahn (2021) and Janice M. Del Negro (2021)

shares the concept of using music to enhance story or storytelling. In connection with

music, Lisa Glesil (2020) and James DiDomenico (2017) both believe that it can
 20

increase the learning process's interest and enjoyment. In terms of background music

and sound effects, Young-Sung K. et al. (2022), Alice P. et al. (2015) and Enhance

Media (2019) agree that sound effects and background music contribute to a film's

enticing, enjoyable, and memorable storytelling because music can emotionally connect

us to a variety of emotions, including happiness, sadness, excitement, and negativity. In

a different study conducted by Dr. V. M. Subramanian in 2023, Sara B. et al. (2014),

Kendra Cherry, MSED (2023), Justine Mae F. et al. (2018), it shows a similar effect of

music on listeners that may improve the development of the brain. It has been proved by

Kenneth Smith (2021) and Ik-Soo Ahn (2021) that sound effects and background music

are important components of radio dramas that are audible only through sound. The

significant role of sound effects and background music is not limited to radio dramas; it is

also evident in films. According to Carlos Carrión von Reckow (2023), a movie without

sound effects would be lifeless. According to Edith Weiss (2014), Matthew Boudreau

(2023), and Antonio Pavlov (2019), they both believe that well-executed sound design

may elicit any feeling from the audience. Select music for the pre-show that

complements the play you are performing and helps the audience get into the desired

atmosphere. In order to be more effective, teachers should have prepared the story,

read it aloud, made appropriate sounds, and rehearsed delivering it.

 Chapter 3

METHODOLOGY

This chapter described and discussed the methodology employed by the

researchers to collect the data and information needed for the whole study. Both the

research's focus and the respondents' biographies are included. This presented the

population, number of samples, and sampling procedures in addition to the research

instrument, data collection process, and statistical analysis of the results.

Method of Research

The research conducted in this study follows a quantitative approach, using a

true-experimental design. According to Muhammad Hassan (2024), Quantitative

research is a type of research that collects and analyzes numerical data to test

hypotheses and answer research questions. True-experimental is an experimental

design which established a cause- and-effect relationship. It also proves whether the

hypothesis is correct or wrong using statistical analysis (Gautam, 2017). The study used

the scores of the subjects from their pre-test and post-test. The researchers used two-

group pre-test-post-test research design. According to Zach (2020), two-group pre-test

and post-test research design is an experiment in which measurements are taken on

individuals both before and after they're involved in some treatment. The study

determined the effect of Storytelling with Background music and sound effect on the
 22

academic performance in English of Grade 1 learners at Nieva Elementary School using

the data that was collected.

Population, Sample Size, and Sampling Technique

The students at Nieva Elementary School in Grade 1 made up the study's

population. The number of participants consists of 30 purposefully selected Grade 1

students who were enrolled in Nieva Elementary School during the school year 2023–

2024. Tumer (2020), sampling is the selection of a subset of the population of interest in

a research study. The researchers implemented the technique of purposive sampling.

According to Crossman (2020) purposive sample is a non-probability sample that is

selected based on characteristics of a population and the objective of the study.

Description of Respondents

The subjects of this study are 30 Grade 1 learners of Nieva Elementary School

during the Academic Year 2023-2024. The researchers will also gather the general

average of the learners in English.

Research Instrument

The researchers will use a pre-test and post-test strategy to collect the data

needed for the study's conclusions. The researcher will be going to provide 3 story from

the book or from the lessons. Grade 1 learners will be divided into 2 groups, the control

group and experimental group. The researcher will proceed with the control group by the

usual storytelling method using a story from the book that relates to the topic under
 23

discussion. The experimental group will also proceed to the storytelling with background

music and sound effects using soundboard for teacher applications. The pre-test results

will be utilized to determine a student's level of understanding of the elements of a

story. Simultaneously, each group will take a post-test following the two storytelling

methods. The outcome will be utilized to determine whether storytelling with background

music and sound effects is more effective than the usual storytelling method.

Data Gathering Procedure

The researcher will ask the research adviser for a letter of recommendation. In

order to get permission for data collection, the letter will be presented to the principal

and grade 1 teachers of Nieva Elementary School. In addition, the researchers will

request parental consent, as Grade 1 learners are considered minors, granting

permission for their children to take part in the study. Upon approval, the researchers will

bring the pre-test to the adviser of grade 1 to be validated. After the validation, the

researchers will distribute the pre-test to both control and experimental group. Based on

their pre-test scores, the students will be divided into two groups after completing the

pre- test. The control group consisted of students with high scores, and the experimental

group included students with low scores. Control group receive the usual storytelling

method while experimental group receive the storytelling with background music and

sound effects using soundboard for teacher application. Furthermore, the last procedure

will be the post-test. Both groups will be going to answer the post-test. The time limit for

pre-test and post-test will be both 20 minutes.

 24

Statistical Treatment of Data

In determining the outcomes and measures of the data that the researcher will

gather. The following statistical treatment will used.

1. Mean will be used to determine the capability of the two groups.

Formula

. ×=
∑×
N

Where in:

X= Mean
Σχ = the sum of all scores
N = a number of respondents

2. Standard Deviation will be used to measures the spread of scores away from the

mean. The farther the spread from the mean, the more varied the scores are.

Formula

s= √∑ ¿¿ ¿ ¿

Where in:

S= Standard deviation
X= Class mark
n = Total number of respondents

3. T-test will be used in hypothesis testing to determine whether a processor or

 25

treatment actually has an effect on the population of interest, or whether two groups are

different from one another (Bevans (2020).

Formula

D
t=

√ ∑D −
2 ∑ D ¿2
n
n(n−1)

Where in:

D = Mean difference between the two groups

ΣD2 = Sum of squares of difference between the two groups
ΣD)2 = Sum of difference between the two groups
n = Total number of respondents

4. Learning Gains: It is the improvement in the student's learning at the beginning and

the end of a course.

Formula

(Posttest−Pretest )
Learning Gain= x 100
Number of item−Pretest
 26

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 30

BIOGRAPHICAL STATEMENT

Fritz Andrei E. Enero is a third-year student at the Polytechnic University of the

Philippines, General Luna Campus, pursuing a degree of Bachelor of Elementary

Education. He is one of the authors of "The Effectiveness of Storytelling with

Background Music and Sound Effects in Grade 1 Learners of Nieva Elementary School”.

He is the second child among the three children of Mr. Fermin P. Enero and Mrs.

Grace E. Enero. He was born on March 7 2003, at Lucena, Quezon. He completed his

elementary education at Nieva Elementary School and Junior High School at San Isidro

National High School of General Luna. After completing Junior High School, he studied

at Gumaca National High School, completing the Science, Technology, Engineering, and

Mathematics (STEM) Strand, for his senior high school education. Fritz enjoys

experimenting with his interests. Among his various skills are drawing, singing, dancing,

and playing guitar.

 31

BIOGRAPHICAL STATEMENT

Glycel P. Sebuc is a third-year student at the Polytechnic University of the

Philippines, General Luna Branch, pursuing a degree of Bachelor of Elementary

Education, She is one of the Authors of the research study "The Effectiveness of

Storytelling with Background Music and Sound Effect in Grade 1 Learners of Nieva

Elementary School."

She was the 5th daughter of Mrs. Eleodora Sebuc and Mr. Medel Sebuc. She

was born on March 11, 2003 in Brgy. Ilayang Tayuman San Francisco, Quezon. After

completing her primary education at Tayuman Elementary School in Brgy. Ilayang

Tayuman San Francisco, Quezon. She attended her Junior High School at Jacinto G.

Esplana National High School and completed her Senior High School at Dr. Vivencio V.

Marquez National High School.

 32

BIOGRAPHICAL STATEMENT

Dianne Ashley O. Tombado is a third-year student at the Polytechnic University

of the Philippines, General Luna Branch, pursuing a degree of Bachelor of Elementary

Education, She is one of the Authors of the research study "The Effectiveness of

Storytelling with Background Music and Sound Effect in Grade 1 Learners of Nieva

Elementary School."

She was the 2nd daughter of Mrs. Marites O. Tombado and Mr. Joel A.

Tombado. She was born on August 08, 2003 in Brgy. San Roque Agro Catanauan,

Quezon. After completing her primary education at San Jose Anyao Elementary School

in Brgy. San Jose Anyao Catanauan, Quezon. She attended her Junior High School and

completed Senior High School at San Jose National High School in Brgy. San Jose

Anyao Catanauan, Quezon.