Storytelling Using Technology–Assisted Instruction in Solving Mathematics Problems among Grade III Learners

The study aimed to determine the effectiveness of storytelling using technology–assisted instruction in solving mathematics problems among grade III learners of Kabacsanan Elementary School, Iligan City, SY 2024-2025. The study employed a one-group pretest-posttest research design and used a test questionnaire to gather data. Results revealed that the analysis of the differences between the pretest and posttest scores of the participants demonstrated a significant improvement in their performance. The mean gain score of 5.18 also reflects a measurable improvement in participants' performance from the pretest to the posttest. A Wilcoxon Signed-Rank Test was conducted to assess whether there was a statistically significant difference between pretest and posttest scores among the participants. The test yielded a p-value of < 0.001, denoting a highly significant improvement in scores following the intervention. Thus, the analysis explored the connection between learners' numeracy scores and their attitudes toward storytelling using a technology-assisted strategy intervention.