Effect of Oral, Interactive, and Audio–Visual Storytelling Methods on Emotional Development among Class 2 Students: A Quasi-Experimental Study

Amrita Motwani

doi:10.36948/ijfmr.2026.v08i04.83837

Effect of Oral, Interactive, and Audio–Visual Storytelling Methods on Emotional Development among Class 2 Students: A Quasi-Experimental Study

Author(s)	Ms. Amrita Motwani
Country	India
Abstract	Storytelling is widely recognised as a developmentally appropriate pedagogical practice in early primary education because it enables children to engage with emotions, relationships, choices, consequences, and social behaviour through narrative experience. The present quasi-experimental study examined the effect of three storytelling methods—oral, interactive, and audio–visual storytelling—on emotional development among Class 2 students. Emotional development was treated as the only dependent variable and was operationalised through improvement in emotional understanding, empathy, cooperation, emotional expression, and prosocial classroom behaviour. The study used a pre-test–post-test quasi-experimental design with three intact Class 2 groups from a CBSE-affiliated school in Bhopal District. The total analytical sample consisted of 115 students: Oral Storytelling group (n = 38), Interactive Storytelling group (n = 42), and Audio–Visual Storytelling group (n = 35). Emotional development gain scores were computed by subtracting pre-test emotional development scores from post-test emotional development scores. Data were analysed through descriptive statistics, one-way ANOVA, effect-size estimation, and Tukey HSD post hoc comparison. Results showed that storytelling method had a statistically significant effect on emotional development, F(2,112) = 10.864, p < .001. Interactive storytelling produced the highest emotional gain (M = 3.86), followed by audio–visual storytelling (M = 2.91) and oral storytelling (M = 2.05). The findings indicate that participatory storytelling is more effective than passive narrative exposure for enhancing emotional development among early primary learners. The study recommends structured interactive storytelling for foundational-stage classrooms.
Keywords	storytelling methods; emotional development; interactive storytelling; audio–visual storytelling; Class 2 students; quasi-experimental study
Published In	Volume 8, Issue 4, July-August 2026
Published On	2026-07-16
DOI	https://doi.org/10.36948/ijfmr.2026.v08i04.83837

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Effect of Oral, Interactive, and Audio–Visual Storytelling Methods on Emotional Development among Class 2 Students: A Quasi-Experimental Study

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