A COMPARATIVE STUDY BETWEEN RECORDED STORY AND INTERPRETATIVE STORY

TO THE COMPREHENSION SKILLS OF THE SENIOR HIGH SCHOOL STUDENTS OF

UNIVERSITY OF CEBU LAPU-LAPU AND MANDAUE

A Research Paper

Presented to the Faculty of the Senior High School of Department

University of Cebu Lapu-lapu and Mandaue

Cebu, Philippines

In Partial Fullfillment of the Requirements for the Subject

Research 2

By

Amistoso, Mary Ann T.

Cuyos, Shane G.

Inot, Maria Paula A.

Polea, Shenne S.

Salimbot, Yan Rose F.

Ursais, Azucena Kate D.

October 2018

University of Cebu-LM
 TABLE OF CONTENTS

Title Page

Abstract

Acknowledgement

Table of Contents

CHAPTER

1. THE PROBLEM AND ITS SCOPE

INTRODUCTION
Theoretical Background
Statement of the Problem
Hypothesis
Significance of the Study
Scope and Delimitations

2. REVIEW OF RELATED LUTERATURE AND STUDIES

Review of Related Literature
Review of Related Studies

3. RESEARCH METHODOLOGY
Research Design
Research Environment
Research Respondents
Research Instruments
Research Procedures

PRESENTATION OF FINDINGS AND DISCUSSIONS

4. SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations
Intended Output

BIBLIOGRAPHY
DEFINITION OF TERMS
BIONOTE
 Abstract

The study focuses mainly on the comprehension skills of the student whether if there is

a significant difference between interpretative story and recorded story. Some authors agreed

that there are a lots of strategies in order to learn. Related studies also state that the learning

styles of a person is influence by the environment and social communications.

This study is onducted in University of Cebu Lapu-Lapu Mandaue near maritime building

where the Cookery students belong and also the respondents of the study. In sampling

technique the convenience sampling was used. The respondents were given a survey

questionnaire and allowed to watch the movie clip which is the interpretative story that has no

script movie while the recorded story has only sound for them to hear and no visual . After all,

the respondents enjoyed at the interpretative and answered well more than recorded story.
 Acknowledgement

Above all, We, the researchers thank the Lord God Almighty for giving us the strength,

courage, and knowledge in making this study. We also thank that He giving us power to think

wisely about the study we make. For We to become successful in this study making, we should

always pray to the Lord and we do our very best as a researcher.

We would like to extend our deepest gratitude to our dearest research instructor, Ms. Karen

Tudtud or guiding and helping us all throughout our research study.

To our respondents who actively participate and cooperate with us, we thank you also. Lastly,

to our ever supportive parents for the financial support.

 RATIONALE

Students have different strategy in order to learn. In this generation some of the

students have difficulties in learning because students depend on the strategy they are

interested at. According to Erickson (2018), many students recognize that each student prefer

different learning styles and techniques.

According to David (1960), learning style can best be defined as the most consistent way in

which a student prefers to learn new concepts. A student learning style is determined by

genetic factors, previous learning experiences, culture and society. Students learn faster and

more effectively when instruction is matched to their individual preferred styles.

According to Einston (2010), Comprehension is the action or capability if understanding

something influenced by their skills and their ability to process information. There are two

learning strategy that our research study focused on. Recorded story is a recorded audio that

narrates a story, while interpretative story is all about a visual story that has no script, nor

subtitle and only acoustic music.

The student will most likely not process one style exclusively but you may be able to see

patterns on their learning preferences. For example, a student who is visual may also be a very

social and verbal learner and prefers to learn especially difficult topics using their primary skills.

Understanding how your student earns is perhaps one of the most important tasks a [aren’t can

undergo while homeschooling. Another is learning how to provide opportunities for learning

through the use of their identified learning preferences.

Teachers often use their preferred learning style as their main mode of teaching and if students

do not share those same preferences than learning can be very difficult and frustrating.
Not student is exclusively one style or another and most utilize a variety of modalities when

learning. It is important expand their abilities to use as many learning styles as possible ,

helping them to succeed in a world where how one learns often means nothing and only the

ability to learn. Learning has developed a curriculum that allow all students to reach successful

levels of understanding by their preferred learning styles.Time4Learning’s lessons are

scientifically designed to reach the vast array of learning needs.

We all have away in which we best learn. Every student in the class has a different preferred

learning style, which can make it difficult for you to be the most effective teacher. However, by

trying to incorporate various methods into teaching. (Teresina, 2015)

Learning style inventories are based on the idea that people have different strengths and

preferences when it comes to learning. Many theories exist suggesting that people can be

classified based on their predominant learning 'style.' Most of these ideas propose that all

people learn differently and that designing instruction based on these learning styles can

enhance the educational process.

This notion that people possess different learning styles first became a popular concept during

the 1970s. Since then, learning style theories have had a tremendous impact on the field of

education. Teachers often utilize learning style inventories at the outset of a class to discover

more about students and to help students better understand how they learn.

Learning style inventories remain a popular classroom tool despite the fact that research has

found little evidence that matching a student's learning preferences to instructional methods

produces better educational outcomes. A number of studies have found that students taught

according to their identified learning style do no better than students who are not matched to

their style.
However, research has supported the idea that people have definite preferences for how they

learn new information. At best, learning style inventories might be a way for students to

develop study habits that keep them interested and engaged in the learning process. Students

may find it useful to discover their preferences and then use this information to hone their

study routines. Visual learners, for example, might benefit from creating symbols, graphs, and

other visual information while studying the material in question. (Cherry,2018)

The reason why the researchers conduct this study is determine which learning strategy that

the students capable to understand easily. Since the researchers are going to conduct an

experiment they will able to compare which is the highest result base on the respondent of the

study.
 STATEMENT OF THE PROBLEM

This study aims to determine the difference between recorded story and interpretative

story o n the Comprehension Skills of the SHS students in UCLM. This study is to be conducted

during the first semester of S.Y. 2018-2019.The result of this investigation will be the basis on

how will students can apply adjustment on different strategies.

1. Which learning Strategy is effective to the students?

2. Does it affect to the Students academic performance if they have different learning

strategies.

3. What relationship are observed between and among the following variables.

a. Comprehension skills

b. Academic performance

c. Learning styles

4. Is there a significant difference between recorded story and interpretative story?

 Significance of the study

This study is conducted for the benefit of the following:

STUDENTS. This study will help students to be more knowledgeable about the difficulties of

learning strategies between recorded story and interpretative story.

PARENTS. This study will help parents to guide their children and to encourage students to be

creative in learning. Parents also understand that there are a lots of learning strategy.

TEACHER. This study will allow teachers to understand the situation that the students have

different learning styles in class.

SCHOOL ADMINISTRATION. This study will allow school administration to produced productive

counseling program about learning styles.

RESEARCHER. They will know the significance difference of the learning strategies.

FUTURE RESEARCHER. This study can provide baseline information for future used.
 Scope and Delimitation

This study focused on investigating the different learning styles of SHS Students between
recorded story and Interpretative story. The Researchers would like to determine the
comprehension skills of recorded story and Interpretative story they like to know. This study will
examine the Students if there's a significance difference between the two learning styles.

Each respondents is given a questionnaire and they will be tested the two strategies. This study
will be conducted during the first semester, S.Y 2018-2019 at University of Cebu Lapu-lapu and
Mandaue.

Only 20 male and 20 for female of grade 12 students used as respondent of the study. The
respondents were selected randomly from afternoon shift of GAS strand only.
 THEORITICAL BACKGROUND

Kolb's learning styles are one of the best-known and widely used learning style

theories. Psychologist David Kolb first outlined his theory of learning styles in 1984. He believed

that our individual learning styles emerge due to our genetics, life experiences, and the

demands of our current environment. In addition to describing four different learning styles,

Kolb also developed a theory of experiential learning and a learning style inventory.

In his experiential theory, learning is viewed as a four-stage cycle. First, immediate and

concrete experiences serve as a basis for observation. Next, the individual reflects on these

observations and begins to build a general theory of what this information might mean. In the

next step, the learner forms abstract concepts and generalizations based on their hypothesis.

Finally, the learner tests the implications of these concepts in new situations. After this step, the

process once again cycles back to the first stage of the experiential process.

Kolb's (1976) experiential learning theory is prevalent in educational settings, because his

theory explains more about the teaching and learning process (Cited by Reid, 1995). Many

researchers and instructors have adopted his theory and applied it into different educational

areas. The most important thing is that he has proposed four learner types on the basis of his

learning theories. And the four learner types are converger, diverger, assimilator, and

accommodator. The Converger -People with this learning style have dominant abilities in the

areas of Abstract Conceptualization and Active Experimentation. They are highly skilled in the

practical application of ideas. They tend to do best in situations where there is a single best

solution or answer to a problem.The Diverger.Divergers dominant abilities lie in the areas of

Concrete Experience and Reflective Observation, essentially the opposite strengths of the

Converger. People with this learning style are good at seeing the "big picture" and organizing

smaller bits of information into a meaningful whole. Divergers tend to be emotional and creative
and enjoy brainstorming to come up with new ideas. Artists, musicians, counselors, and people

with a strong interest in the fine arts, humanities, and liberal arts tend to have this learning

style.The Assimilator.Assimilators are skilled in the areas of Abstract Conceptualization and

Reflective Observation. Understanding and creating theoretical models is one of their greatest

strengths. They tend to be more interested in abstract ideas than in people, but they are not

greatly concerned with the practical applications of theories. Individuals who work in math and

the basic sciences tend to have this type of learning style. Assimilators also enjoy work that

involves planning and research.The Accommodator -People with this learning style are strongest

in Concrete Experience and Active Experimentation. This style is basically the opposite of the

Assimilator style. Accommodators are doers; they enjoy performing experiments and carrying

out plans in the real world. Out of all four learning styles, Accommodators tend to be the

greatest risk-takers. They are good at thinking on their feet and changing their plans

spontaneously in response to new information. When solving problems, they typically use a

trial-and-error approach. People with this learning style often work in technical fields or in

action-oriented jobs such as sales and marketing.

Behaviorism is a learning theory that only focuses on objectively observable behaviors and

discounts any independent activities of the mind. Behavior theorists define learning as nothing

more than the acquisition of new behavior based on environmental conditions. This theory is

relatively simple to understand because it relies only on observable behavior and describes

several universal laws of behavior. Its positive and negative reinforcement techniques can be

very effective– such as in treatments for human disorders including autism, anxiety disorders

and antisocial behavior. Behaviorism is often used by teachers who reward or punish student

behaviors.
The cognitivism theory revolution replaced behaviorism in 1960s as the dominant paradigm.

Cognitivism focuses on the inner mental activities – opening the “black box" of the human mind

is valuable and necessary for understanding how people learn. Mental processes such as

thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen

as schema or symbolic mental constructions. Learning is defined as change in a learner’s

schemata.

Constructivism Theory as a paradigm or worldview posits that learning is an active,

constructive process. The learner is an information constructor. People actively construct or

create their own subjective representations of objective reality. New information is linked to to

prior knowledge, thus mental representations are subjective. Constructivism states that learning

is an active, contextualized process of constructing knowledge rather than acquiring it.

Knowledge is constructed based on personal experiences and hypotheses of the environment.

Learners continuously test these hypotheses through social negotiation. Each person has a

different interpretation and construction of knowledge process. The learner is not a blank slate

(tabula rasa) but brings past experiences and cultural factors to a situation (David, 2015).
 REVIEW OF RELATED LITERATURE

The concept of style has existed in literature for approximately a century. It can be dated back

to a description of personality in classical Greek literature about the ancient classification of

temperament and physique created by Hippocrates (Riding & Rayer, 1998). Styles are the

words used to describe differences among people. They are the general, broad approaches a

person uses to learn or to solve a problem. Brown (1994) defines it as consistent and rather

enduring tendencies or preference within an individual. Generally speaking, styles are an

individual's habitual patterns or preferred ways of doing something that remain consistent over

a long period of time. Learning styles originate from the concept of "style". There is a lack of

concept agreement over the basic terminology. The term has been used in various and

sometimes confusing ways in the literature, often interchangeably with the terms of cognitive

styles, affective styles, or learning strategies. Cognitive styles and affective styles are only sub-

constructs of learning styles and learning styles are more comprehensive. Cognitive styles are

often referred to as an individual's preferred and habitual approach to organize and represent

information. Its important dimensions are field-dependent and field independent, leveling and

sharpening, holist and serialist, impulsive and reflective, and abstract and concrete etc.

Affective styles are usually related to an individual's emotional states, including self-esteem,

inhibition, risk-taking and anxiety and the like. Learning styles are constant and innate and

difficult to be changed, whereas learning strategies can be learned and consciously applied in

different learning situations.

Learning strategies are specific procedures or techniques a person consciously uses in solving a

problem or in working through an assignment. Literature on definitions of learning styles is also

rich and diverse. Different researchers emphasize on different aspects of learning styles when

rendering the definitions. Keefe (1979) defines learning styles as the cognitive, affective and

physiological behaviors that serve as relatively stable indicators of how learners perceive,

interact with, and respond to the learning environment (Cited by Eliss, 1994). Reid (1995) holds

the view that learning styles are an individual's natural, habitual, and preferred way(s) of

absorbing, processing, and retaining new information and skills. It is difficult to find an overall

and comprehensive definition of learning styles, but similarities can be concluded from these

definitions that the characteristics of consistency and perseverance are the core of all the

learning style definitions. Learning styles have received considerable attention in recent years.

There are more than 20 style dimensions that have been identified so far. It has come out of

the more general research on cognitive styles, particularly from the field of psychology.

The earliest and frequently discussed dimension of learning styles is the concept of field

dependence and field independence that is advocated by psychologist Herman Witkin.

Reid (1995) divides the learning-style researches into three major categories: cognitive learning

styles, sensory learning styles, and personality styles. Cognitive learning styles, according to her

introduction, include field-independent and field-dependent learning styles, analytic. and global

learning styles, reflective and impulsive styles, and Kolb's Experiential Model. Sensory learning

styles consist of perceptual learning styles and environmental learning styles. Personality

learning styles are made up of Myers-Briggs Temperament styles, tolerance of ambiguity styles,

right and left hemisphere styles.

Riding & Rayner (1998) just discuss and describe the two basic dimensions of cognitive styles,

including wholist-analytic and verbal-imagery styles. The wholist-analytic style learners tend to
organize information into wholes or parts, while verbal-imagery style learners are inclined to

represent information during thinking verbally or in mental pictures.

It is inevitable that diverse assessment instruments of learning styles exist. It is difficult to find

a comprehensive assessment instrument because of the complex nature of learning styles. The

majority of the assessment instruments are only to measure one or two dimensions of learning

styles. For instance, O'Brien's (1990) Learning Channel Preference Checklist (LCPC) and Reid's

(1984) Perceptual Learning Style Preference Questionnaire (PLSP) are instruments just to

measure perceptual learning styles, Myers-Briggs Type Indicator (MBTI) measures personality

traits, such as extroversion-introversion, sensing-perception and the like, and

Oxford's (1993) Style Analysis Survey (SAS) is relatively multi-dimensional and includes learning

styles, such as perceptual learning styles, extroverted and introverted learning styles, concrete

and sequential learning styles and so on. In this study, we mainly focus on perceptual learning

style preference because it is one of the most obvious aspects of learning styles. Rossi-le (1989)

refers to it as an individual's preferred mode for perceiving, organizing, and retaining

information. Reid's (1984) Perceptual Learning Style Preference Questionnaire (PLSP) is used in

this study, because of her high reliability and validity for non-native speakers. It measures six

types of perceptual learning styles, including visual, auditory, tactile, kinesthetic, individual, and

group learning styles. Each of the learning styles possesses unique learning characteristics.

Visual-style learners like to learn through eyes. For example, they prefer to obtain information

through reading, computers, TV, and bulletin boards. Students of auditory learning styles rely

heavily on listening or talking; they remember what you say. Tactile-style and kinesthetic-style
learners like to learn through touching or moving and prefer to obtain information from audio

tapes, lectures, class discussions, field trips, and role-plays. Individual-style learners learn best

when they work alone, which contrasts strongly to group-style learners who learn effectively

when work with other students or peers. It is evident that all learners have individual attributes

relating to their own learning process and learn differently because of their biological and

psychological differences.
 METHODOLOGY

Research Design

The study used the survey approach in conducting the research. Specifically, It

utilized the correlational approach. The sample of recorded story and interpretative story will

used as to find out if there's significant difference between the two strategies. A correctional

defined as a relationship between the two variables. The whole purpose of using correlations in

research is to figure out which variables are connected to the main variables. So the relation of

Comprehension skills to the different strategies of the Senior High School TechVocational

Cookery Students to observed.

Research Environment

This study took place at the University of Cebu Lapu-Lapu and Mandaue Campus,

located at the A.C Cortez Avenue, Looc, Mandaue City. Particularly the survey happened in

Maritime Building where the Cookery Students can be found in 3rd floor.
Research Respondents

The respondents of this study where the selected SHS-Cookery Students of UCLM

specifically the Grade 12 Students in morning schedule. Convenience Sampling will be used

wherein respondents of CK12A1 and CK12A2 will be selected who are at the moment present in

class during the research visit will be chosen as respondents.

RESPONDENTS TOTAL

CK12A1 39

CK12A2 11

TOTAL 50

Research Instrument

The instrument employed in the study were the Achievement test and survey

questionnaire for the students. These instrument were described as follows.

Survey Questionnaire. The students were test in a recognition type of questions. The 7 item

test are the questions to know where they are able to comprehend.

Achievements Test for students. Wherein there are 9 item test to show that the results are

being connected to what they have been learned or comprehend in the two strategy base on

the two story. The type of this instrument used is a YES Or NO Type and A, b c and D.
 SURVEY QUESTIONNAIRE

The Comparative Study between Interpretative Story and Recorded Story of the
Comprehension Skill of the Senior High School Students
Name: Section:
Date:
PLEASE ANSWER IT CORRECTLY AND WITH HONESTY . THANKYOU AND GOD BLESS
PUT CHECK MARK (✓).
1. Which do you prefer? ______ INTERPRETATIVE STORY _______ RECORDED STORY
____ BOTH
2. Which strategy you interested the most? ______ INTERPRETATIVE STORY _______
RECORDED STORY ____ BOTH
3. Which strategy will excites you and you will not get bored? ______ INTERPRETATIVE
STORY ______RECORDED STORY ____ BOTH
4. The strategy that will focus you the most? ______ INTERPRETATIVE STORY
______RECORDED STORY____ BOTH
5. The strategy that is easiest to understand? ______ INTERPRETATIVE STORY
______RECORDED STORY____ BOTH
YES OR NO
1. Did you understand the two story? ( ) YES ( ) NO
PUT CHECK MARK (✓). If NO, which do you prefer ? ______ INTERPRETATIVE STORY
______RECORDED STORY
2. Did you find the two story are a twisted story? ( ) YES ( ) NO
PUT CHECK MARK (✓). If NO, which do you prefer is a twisted story? ______
INTERPRETATIVE STORY ______RECORDED STORY
In the story The Murder. (RECORDED STORY)
1. At the last part do you think the murderer kill himself? ( ) YES ( ) NO
PUT CHECK MARK (✓). If NO, what do you think? ____ He escape ___ He is found
2. In honest thought, at the first part of the story did you already know that the man who
is helping him is the murderer? ( ) YES ( ) NO
3. Is the detective die? ( ) YES ( ) NO
4. Who is the murderer? ( ) Detective ( ) The man who help detective ( ) friend of
the murdered woman
5. At the last part it mentioned that there ‘s a blood . Whoose blood do you think is it? (
)Detective ( ) Murderer/ Man
6. Why’s there blood? ___ Someone is bleeding to death ___ Someone is killed
7. Do you think there were some other detective who tried investigating the case? ( ) YES
( ) NO
8. If some detective will open the case soon. Would it be likely happen to the detective on
the story? ( ) YES ( )NO
9. Why does the detective and the man thought that the rich local man is not the
murderer?
a. Because he is too rich to be a murderer c. He is not nervous at all
b. The Rich man seems too innocent d. The Rich man is nice
10. What do you think is the reason the case rott for about 30 years?
 a. No one is willing to solve the case c. The case has no
evidence
b. The case is very mysterious d. The detectives are not
interested
11. How did the detective found out that the man is the murderer?
a. Because he is the one who helps him c. Because the detective
is very wise
b. Because the man knows everything like nobody knows d. Because the man was to
obvious
12. What is the motive of the man acting as a person who knows everything about the
case?
a. He is doing it as a trap to the detective c. He don’t want to be
arrest
b. He wants to help the detective d. He don’t want to be
caught
13. Did you clearly understand the voice of the recorded story? ( ) YES ( ) NO
14. Do you think the story is an example of cliff hanger?( ) YES ( ) NO
15. Did the story confuse you? ( ) YES ( ) NO
In the story of The Man and The Thief (INTERPRETATIVE STORY)
1. Who do you think is the thief? ( ) Man who reads the book ( ) The Girl ( ) The Man
with gray hood
2. Do you think that the whole story is a planned trap ? ( ) YES ( ) NO
PUT CHECK MARK (✓). If NO, what do you think? _____ it happened coincidence ____
it happened unexpectedly
3. In the beginning, Did you ever think that the girl will steal the man’s wallet? ( ) YES (
) NO
4. Did you already know that the story is a twist? ( ) YES ( ) NO
5. Who is the person who chase the thing that has been stolen ? ( ) Man who reads the
book ( ) The Girl
( ) The Man with gray hood
6. What was stolen from the girl ? ( ) Cellphone ( ) Shoulder bag ( ) Wallet
7. What is the intention of the girl from stealing the wallet of the man?
a. To know about him c. The girl stole it for money
b. To have a contact number of him d. She wants to meet him
again
8. What was the story all about?
a. The girl get the wallet for contact number c. The story
was set up and at the end the girl is the true thief
b. The girl get the wallet because she don’t have fare to the train d. The Story is
all about stealing of kindness
9. Who do you think the person that the girl is texting on?
a. The train staff c. The man who helps him
b. The man with gray hood d. No one else
10. How did the girl know the details of the man’s train ticket? ___Because she had seen all
the details standing back of him while taking the tickets
___She already know because she is
the one who is setting up all
11. Were you able to interpret what the story was all about? ( ) YES ( ) NO
 12. Was your first expectation similar to your last impression towars the story? ( ) YES (
) NO
13. Was the girl working with the man with gray hood? ( ) YES ( ) NO
14. Is the story predictable ? ( ) YES ( ) NO
15. Did you understand what happen to the story? ( ) YES ( ) NO

Research Procedures

The researchers prepared the things that are needed in conducting the study and seek for

the research instructors approval before going through the research. After the approval, the

researchers start the data gathering, but first the researchers will have a short orientation with

the chosen Grade 12 participants. The participants will be first to watch the interpretative story

and after the clip the recorded story will start. After they watch and heard the two strategies

they will be given survey questionnaires and If they are done all the papers will be collected.

Lastly, the data will be tally the results will be interpret and anaylyze the gathered data.
 Statistical Treatment

Based on the tabulated, the percentage where get through f/n formula , where f

represents the total responses and n respresents the sample population or the no. of

participants which is 50.

Percetnateg of respondents :

Number of responses (f) x100=total average or responses

Total number of respondents (n)

 PRESENTATIONS OF FINDINGS AND DISCUSSIONS

PERCENTAGE OF LIKEDNESS

INTERPRETATIVE % RECORDED % BOTH %

STORY STORY

1. 37 73% 4 8% 9 19%

2. 39 78% 6 12% 5 10%

3. 40 80% 7 14% 3 6%

4. 30 60% 13 26% 7 14%

5. 40 80% 5 10% 5 10%

TOTAL 74.2% 14% 11.8%

Table 1.1

The table shows that the respondents of the study is much preferred In interpretative story. In

which the Recorded story has only 14% respondents chosen the story while 11.8% respondents

chose both of the strategy. The researchers conclude that the respondents preferred and like

the interpretative story which is has the biggest average of 74.2%.

 INTERPRETING THE SCORES

SCORES

214
INTERPRETATIVE STORY
RECORDED STORY
334

The Pie chart shows that the total score of interpretative story is much higher than
recorded story.

PERCENTAGE IN RESPONDENTS WHO FAILED AND PASSED SCORES

RECORDED STORY

14%

PASS
FAIL

86%
 INTERPRETATIVE STORY

38% PASS
FAIL

62%

The Pie chart of Recorded story shows that there are many respondents failed and a little of

respondents or 14% of respondents had passed the survey questionnaire. While the pie chart

of Interpretative story shows that the percentage who had passed is higher than recorded story

and also a little bit of respondents who had failed the survey questionnaire. So that the

researchers conclude that 62% of respondents had passed the interpretive story and is higher

than recorded story so they are good and focused and gave more attention to the interpretative

story .
 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of findings

The overall purpose of this study was to distinguish the significance difference between

the recorded story and interpretative story to the comprehension skills of the students. In line

with the statement of the problem and the research paradigm of this study, the research

hypothesis is that the interpretative story is a way more effective than the Recorded story.

It was been founded by us, researchers, through analyzing the data’s and the

completion type is the main instrument of the study as well as the yes or no type and a, b and c

type of instrument to accomplish this study. With Fifty respondents , the interpretative story

prevailed to be more effective in comprehending after the analysis and interpretation of the

gathered data base on the researchers. 74.2% of the respondents checked the Interpretative

story to the statement that they preferred the most is the interpretative story.
 Conclusion

Based on the findings of the study, the following conclusions were drawn.

Students will learn more if there is an interpretation even if there is no sound nor script

of the clip presented. Some of the students will prefer most in interpretative story because they

enjoy it more and more focused than recorded story that is sound only and has script but no

visual interpretation.

Therefore the researchers conclude that interpretive story is much effective in

comprehending and as good learning styles for the students. Learning process is best in done

with interpretations of visual and specially video clip even if there is no subtitles at all.

Students learn more in interpreting video clips because they find it easy to comprehend.

Recommendation

With the above mentioned conclusion, The interpretative story or interpretative strategy must

be developed and be holdly used when teaching the cookery students to ensure good academic

outcomes and also the students beneficial.

Output of the study

With the general statement of the study, it’s primary goal is to formulate and distinguish the

more effective way of learning and more easy to comprehend. With the results of the study ,

where Interpretative Story turns out to be more easiest to comprehend compare to recorded

story , the result will serve as the basis an a good foundation in improving the said strategy.
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 DEFINITION OF TERMS

Comprehension Skills. the ability to process text, understand it's meaning, and to integrate it

with what the reader already knows.

Recorded story. is a recorded audio that narrates a story.

Interpretative story. is all about a visual story that has no script, nor subtitle and only

acoustic music.

Learning style. refers to the preferential way in when the student absorbs, processes,

comprehends and retains information.

Learning Strategies. refer to Students self-generated thoughts, feelings, and actions which

are systematically oriented toward attainment of their goals.

Learning Theories. are conceptual frameworks that describe how students absorb, process,

and retain knowledge during learning.

Behaviorism. is a learning theory that only focuses on objectively observable behaviors and

discounts.
 BIONOTE

She is Yan Rose F. Salimbot, 17 years of age and currently living at Hawaiian 2 Village,
Marigondon, Lapu-lapu City. Born on November 4, 2000. She graduated in Marigondon
Elementary school on 2012-2013 and she completed Junior High School on 2016-2017. She had
experienced working in Flora de Celo as an Assistant Florist since 2017 intil now. She knows
how to cook and even to serve people. She is a graduating student, Senior High School student
in UCLM. She is Yan Rose F. Salimbot, 17 years of age and currently living at Hawaiian 2
Village, Marigondon, Lapu-lapu City. Born on November 4, 2000. She graduated in Marigondon
Elementary school on 2012-2013 and she completed Junior High School on 2016-2017. She had
experienced working in Flora de Celo as an Assistant Florist since 2017 intil now. She knows
how to cook and even to serve people. She is a graduating student, Senior High School student
in UCLM.

She is Shenne Polea, 17 years of age and currently living at Makugihon, Ibabao,
Cordova, Cebu. Born on March 23, 2001. She graduated in Ibabao Elementary School on 2013-
2013 and completed Junior High School on 2016-2017. She knows how to cook and to bake and
even loves to serve people. Polea is also a Youth in Ibabao Youth Organization. She is a
graduating Senior High School Student in University of Cebu Lapu-Lapu and Mandaue.

She is Shane G. Cuyos, 17 years of age and currently living at Baha-baha, Tayud,
Consolacion, Cebu. Born on November 16, 2000. She graduated in Tayud Elementary School on
2012-2013 and completed Junior High School on 2016-2017. She knows how to cook and loves
serve other people. She is a graduating student, Senior High School student in UCLM.

She is Mary Ann T. Amistoso, 18 years of age and currently living at Gun-ob, Lapu-Lapu City.
Born on September 25, 2000. She graduated in Gun-ob High School on 2016-2017. She knows
how to cook and even to serve people. She is a graduating student, Senior High School student
in UCLM.

She is Maria Paula, 17 years of age and currently living at pajo. Lapu-Lapu City. Born on
October 3, 2000. She graduated in Lapu-Lapu City Central Elementary School on 2012-2013 and
completed junior high school on 2016-2017. She knows how to cook and to bake and even to
serve people who loves with a passion. Inot is also SSG srtudent in Pasay City north high
school and a youth in Pajo Youth Organization. She is a graduating Senior High School Student
in University of Cebu Lapu-Lapu and Mandaue.