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According to Table 9, there is no significant difference in the perceived effects of storytelling on academic performance and values integration between male and female teachers. The null hypothesis with a P-Value of 0.796, which assumes that there is no significant difference between the responses of the two groups, is accepted since the H value of 0.067 is lower than the critical value of 3.841 with 1 degree of freedom at a significance level of 0.05. Therefore, it can be inferred that both male and female teachers share similar views on the effects of storytelling.

Table 9 According to Table 9, there is no significant difference in the perceived effects of storytelling on academic performance and values integration between male and female teachers. The null hypothesis with a P-Value of 0.796, which assumes that there is no significant difference between the responses of the two groups, is accepted since the H value of 0.067 is lower than the critical value of 3.841 with 1 degree of freedom at a significance level of 0.05. Therefore, it can be inferred that both male and female teachers share similar views on the effects of storytelling.

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A study by Adajar and Diones (2019) titled "Profile and Professional Needs of Public School Teachers in Region II" conducted a survey on 555 public school teachers in Region III, Philippines, to determine their profile and professional needs. The study also analyzed the distribution of teachers according to their age. The results showed that the majority of the teachers were between 30-50 years old, with those aged 40-49 years old having the highest frequency. The study also noted that the distribution of teachers' ages varied across different divisions, with some divisions having a higher proportion of younger teachers. These findings are consistent with the results of Table 1, which indicates that the highest frequency of respondents falls between 36-49 years old.
A study by Adajar and Diones (2019) titled "Profile and Professional Needs of Public School Teachers in Region II" conducted a survey on 555 public school teachers in Region III, Philippines, to determine their profile and professional needs. The study also analyzed the distribution of teachers according to their age. The results showed that the majority of the teachers were between 30-50 years old, with those aged 40-49 years old having the highest frequency. The study also noted that the distribution of teachers' ages varied across different divisions, with some divisions having a higher proportion of younger teachers. These findings are consistent with the results of Table 1, which indicates that the highest frequency of respondents falls between 36-49 years old.
‘able 2 displays the distribution of respondents based on their sex, with 9% being male and 91% being female. This indicates that the najority of the respondents in the study were female teachers.
‘able 2 displays the distribution of respondents based on their sex, with 9% being male and 91% being female. This indicates that the najority of the respondents in the study were female teachers.
Table 4 displays the distribution of respondents according to their years of teaching experience, indicating the frequency and percentage for each experience range. The results show that 12% have 1-5 years of experience, 27% have 6-10 years, 17% have 11-15 years, 23% have 16-20 years, and 21% have 21 years and above. These findings suggest that the majority of the respondents have a teaching exnerience of 6-10 vears. According to the Philippine Statistics Authority, the majority of the country's teacher population has a Bachelor of Elementary Education degree. In 2019, 59.4% of the total number of teachers in the country had a Bachelor of Elementary Education, while 21.2% had a Bachelor of Secondary Education. This information suggests that the findings in Table 3 are consistent with the educational attainment of the majority of teachers in the Philippines.
Table 4 displays the distribution of respondents according to their years of teaching experience, indicating the frequency and percentage for each experience range. The results show that 12% have 1-5 years of experience, 27% have 6-10 years, 17% have 11-15 years, 23% have 16-20 years, and 21% have 21 years and above. These findings suggest that the majority of the respondents have a teaching exnerience of 6-10 vears. According to the Philippine Statistics Authority, the majority of the country's teacher population has a Bachelor of Elementary Education degree. In 2019, 59.4% of the total number of teachers in the country had a Bachelor of Elementary Education, while 21.2% had a Bachelor of Secondary Education. This information suggests that the findings in Table 3 are consistent with the educational attainment of the majority of teachers in the Philippines.
Table 5 shows the perceived impacts of storytelling in terms of academic performance. The highest mean is the indicator number 2, Because of storytelling the pupils become studious to improve their academic performance with the mean 4.55 Strongly Agree. The lowest mean is indicator 1, Because of the storytelling the pupils become attentive with the average of 4.5 Agree.
Table 5 shows the perceived impacts of storytelling in terms of academic performance. The highest mean is the indicator number 2, Because of storytelling the pupils become studious to improve their academic performance with the mean 4.55 Strongly Agree. The lowest mean is indicator 1, Because of the storytelling the pupils become attentive with the average of 4.5 Agree.
Table 6 shows the perceived impacts of storytelling in terms of values integration by the primary teachers of selected elementary schools in terms of values Integration. The second indicator got the highest weighted mean, Because of story the pupils become honest to listen to the storytelling in their very best way, with the average of 1.2 Strongly Agree and the lowest is no.2 Because of storytelling the pupils become good person who adapt the good values of the characters in story with the average of 5 Moderately Agree.
Table 6 shows the perceived impacts of storytelling in terms of values integration by the primary teachers of selected elementary schools in terms of values Integration. The second indicator got the highest weighted mean, Because of story the pupils become honest to listen to the storytelling in their very best way, with the average of 1.2 Strongly Agree and the lowest is no.2 Because of storytelling the pupils become good person who adapt the good values of the characters in story with the average of 5 Moderately Agree.
Table 8. Significant difference in the perceived impacts of storytelling on academic performance and values integration when grouped according to the respondents age Table 8 presents that the computed P-value is 3.403. Using 3 as the degree of freedom at 0.05 level of significance, the critical value is 7.815. Since the computed H-value is smaller than the critical value, the null hypothesis is accepted with a P-Value of 0.334. Thus, there is no significant difference between the responses when grouped according to respondents age. It implies that teachers with age range of 23-35, 36-49, 50-59, and 60 years old have the same perception on impacts of storytelling on academic performance and values integration.
Table 8. Significant difference in the perceived impacts of storytelling on academic performance and values integration when grouped according to the respondents age Table 8 presents that the computed P-value is 3.403. Using 3 as the degree of freedom at 0.05 level of significance, the critical value is 7.815. Since the computed H-value is smaller than the critical value, the null hypothesis is accepted with a P-Value of 0.334. Thus, there is no significant difference between the responses when grouped according to respondents age. It implies that teachers with age range of 23-35, 36-49, 50-59, and 60 years old have the same perception on impacts of storytelling on academic performance and values integration.
Table 10 displayed the Kruskal-Wallis H test, which aimed to determine the significant difference in how respondents perceive the impacts of storytelling when classified based on their educational attainment. It was observed that the H value of 1.426 is lower than the critical value of 3.841 at the 0.05 level of significance. As a result, the null hypothesis is accepted, indicating that there is no significant difference in respondents’ perceptions when grouped according to their educational attainment. Thus, it can be inferred that BEED and BSED graduates share similar opinions regarding the impacts of storytelling on students’ academic performance and values integration.
Table 10 displayed the Kruskal-Wallis H test, which aimed to determine the significant difference in how respondents perceive the impacts of storytelling when classified based on their educational attainment. It was observed that the H value of 1.426 is lower than the critical value of 3.841 at the 0.05 level of significance. As a result, the null hypothesis is accepted, indicating that there is no significant difference in respondents’ perceptions when grouped according to their educational attainment. Thus, it can be inferred that BEED and BSED graduates share similar opinions regarding the impacts of storytelling on students’ academic performance and values integration.
Table 11. Significant difference in the Perceived Impacts of Storytelling on Academi Performance and Values Integration when grouped according to the Respondents’ Years in Teaching According to Table 11, the perceived impacts of storytelling were analyzed based on the years of teaching experience of the respondents. The results showed that there was no significant difference in the responses between teachers with different years of teaching experience. This was indicated by the H value of 0.792, which was lower than the critical value of 9.488 at a 0.05 level of significance. Therefore, it can be concluded that teachers with varying years of teaching experience have similar perceptions of the impact of storytelling on academic performance and the integration of values among students.
Table 11. Significant difference in the Perceived Impacts of Storytelling on Academi Performance and Values Integration when grouped according to the Respondents’ Years in Teaching According to Table 11, the perceived impacts of storytelling were analyzed based on the years of teaching experience of the respondents. The results showed that there was no significant difference in the responses between teachers with different years of teaching experience. This was indicated by the H value of 0.792, which was lower than the critical value of 9.488 at a 0.05 level of significance. Therefore, it can be concluded that teachers with varying years of teaching experience have similar perceptions of the impact of storytelling on academic performance and the integration of values among students.
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