THE USE OF INTERACTIVE STORYBOOK WITH DEMONSTRATION AS A SUPPLEMENTAL TOOL IN TEACHING THEORIES OF CHILD DEVELOPMENT: AN ACTION RESEARCH

Rocelyn D. Moda, Erica A. Ambat, Katherine Joy B. Bernardino, Jelord B. Rosalita

Abstract


This study aims to measure the effectiveness of an interactive storybook with demonstrations as a supplemental tool in teaching theories of child development. The researchers implemented their own storybook and a sixty (60) item questionnaire, with ten (10) questions for each theory of Freud's 3 Components of Personality and Psychosexual Stages, Erikson’s psycho-social stages of development; Piaget’s stages of cognitive development; Kohlberg’s stages of moral development; Vygotsky’s language and zone of proximal development; and Bronfrenbrenner's ecological system theory. The participants of this study are the students from the Bachelor of Secondary Education of UM Digos College for the School Year 2022-2023 who have already taken EDUC 101: Child and Adolescent Development subject. The result of the study revealed that there is a significant difference in the pre-test (x̄=19.84, SD=11.44) and post-test (x̄=52.36, SD=2.72) scores of students; t(21) = -13.389, p = 0.000. In addition, the innovation increased students’ overall performance by 62.15%, indicating that the created innovation is effective. Overall, the result revealed that using a storybook with demonstration allows students to increase their performance in child development theories. Based on the findings, the researchers concluded that using the aforementioned supplemental tools would aid the teachers in delivering the concepts of child development theories.

 

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child development theories, storybook, demonstration

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References


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DOI: http://dx.doi.org/10.46827/ejae.v8i3.5043

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