Mirasol L. Galang

T. Camacho Sr. Elementary School

Completed 2026

ABSTRACT

This study investigated the effectiveness of Digital Visual Teaching Strategies (DVTS) in enhancing the skills of Grade 6 learners in understanding and analyzing literary texts in Filipino at T. Camacho Sr. Elementary School, Balanga City. Specifically, it examined the learners’ demographic profile, assessed their skills in understanding literary texts before and after the implementation of DVTS, and determined whether a significant difference existed between their pretest and posttest performance.

The study employed a mixed-methods research approach utilizing a quantitative-descriptive pretest-posttest design supported by qualitative data from classroom observations, student reflection journals, and teacher feedback interviews. The participants consisted of thirty (30) Grade 6 learners selected from two sections. A researcher-made assessment instrument was used to measure students’ understanding of texts, identification of literary devices, and critical analysis of characters’ motivations and development. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and paired-samples t-test.

The findings revealed that students demonstrated a high level of proficiency in literary comprehension and analysis before the intervention. After the implementation of DVTS, significant improvements were observed across all skill domains, with paired-samples t-test results indicating statistically significant differences between pretest and posttest scores. Qualitative findings further showed enhanced learner engagement, confidence, participation, and deeper literary understanding.

Nevertheless, the study contributes valuable evidence supporting the integration of digital visual strategies in Filipino literature instruction. The findings imply that DVTS can serve as an effective instructional approach for improving students’ literary comprehension, analytical skills, and overall learning engagement.