Interactive Storytelling and Contextualized Reading Passages for Key Stage 2 Araling Panlipunan: A Qualitative Document Analysis

Abstract

This qualitative document analysis synthesized published research and official documents concerning reading comprehension, content-area literacy, storytelling, and contextualized reading for Key Stage 2 AralingPanlipunan (AP). Seventeen publicly accessible documents dated 2021–2026 were purposively selected and examined using a structured coding matrix and reflexive thematic analysis. Six themes were developed: persistent reading-comprehension difficulties alongside reported improvements in Philippine assessments; the contribution of language and background knowledge; benefits and limits of integrated literacy and content instruction; associations between story-based approaches and language or literacy outcomes; the importance of medium and multimedia design; and inconsistent evidence concerning motivation as a pathway to comprehension. None of the documents in the selected corpus directly evaluated the combined use of interactive storytelling and contextualized passages in Key Stage 2 AP. A six-component, literature-derived instructional framework was therefore proposed, encompassing knowledge activation, interactive story delivery, contextualized passage reading, multimedia design, engagement support, and delivery-medium decisions. The framework was not empirically tested or validated. The synthesis offers a conceptual basis for developing and subsequently evaluating AP instructional materials, rather than evidence that the proposed approach improves learner outcomes.