INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
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Using Story Cube in Enhancing Students' Writing Skills
Hannah Lizbeth A. Morilla., Floreselda M. Rojas., & Genelyn R. Baluyos
College of Education, Misamis University, Ozamiz City, Philippines
DOI: https://doi.org/10.51584/IJRIAS.2025.100900009
Received: 05 Sep 2025; Accepted: 12 Sep 2025; Published: 10 October 2025
ABSTRACT
Organizing their papers is a frequent challenge for students, who often fight with independent writing, run-on
sentences, selecting words, structuring sentences, and composing coherent paragraphs to maintain a clear and
well- organized flow of information. This action research aimed to enhance the writing skills of Grade 9
students using story cubes at a public high school in Ozamiz City. Specifically, it investigated students'
performance in grammar, sentence structure, creativity, and coherence in writing. The study employed a pre-
test and post-test design with a total of 30 Grade 9 students as participants. Story cubes were integrated into
writing sessions to stimulate imagination and guide narrative development. Data was collected through written
outputs, observation, and rubrics assessing the identified writing components. Results revealed a significant
improvement in students' writing performance after the intervention. The findings suggest that story cubes are
an effective instructional tool for improving the writing skills of junior high school students. Given the
significant improvement in students' writing performance, it is recommended that English teachers incorporate
Story Cubes into regular writing activities. This tool can help students better organize their thoughts, enhance
creativity, and reduce writing anxiety, especially for those who struggle with traditional approaches.
Keywords: Story cube, writing skills, action research, interaction
INTRODUCTION
Language skills can be divided into four main areas: listening, speaking, reading, and writing. Writing is a skill
that is given the utmost attention as the most significant among all skills. The biggest challenge faced by
students in their workplace is when they are asked to communicate through writing.
Students attempt to cultivate their writing skills in English; nevertheless, it is not always possible for them to
fully express their writing potential since writing is quite a challenging task (Perumal & Ajit, 2020). At
present, they possess minimal interest in writing. Writing is the key goal of schools, and thus, the need for
excellence in writing and academic achievement makes it a necessity for students.
Creative teaching aids like story cubes have been utilized to instigate creativity and enhance the writing skills
of students in schools. Many people struggle to create well-structured and imaginative narratives. Writing as a
skill also involves persistent practice by the learner to obtain it. It is common knowledge to all that teaching
writing skills is one of the trickiest tasks that any English language teacher must perform. Learners also find it
difficult to acquire excellent command over writing skills due to its complexity as regards spelling,
grammatical structure, usage, coherence, organization, and so forth (Bora, 2023).
It is a typical teaching process that fails to promote critical thinking and express complex opinions vividly.
Most learners struggle to develop writing skills, both in terms of coherence and creativity. This is prevalent at
various educational levels. Consequently, students' ability to think critically, appropriately, and creatively in all
their academic work may be hampered (None & Amin, 2024).
In the case of learning English, writing narrative texts is a significant challenge for high school students.
Traditional methods may not engage students enough or inspire creativity to tell a story. The use of story cubes
would be an innovative way out in this respect for getting students to construct narratives more appropriately
by offering interactive and engaging stimuli.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
www.rsisinternational.org
Page 105
Using story cubes as a teaching medium, the students showed significant improvement in their narrative
writing (Purba et al., 2024). This had a positive effect on students' oral and written narratives, as their stories
are better connected (Zsiray & Koós, 2022). In addition, the use of story cubes is related to increased
engagement and cooperation among students. Thus, it also contributes to the development of writing skills.
While existing studies point out the potential benefits of these dice, there is still too little substantial evidence
of how well story cubes are beneficial across broad educational contexts in different age classes. The existing
literature does little to show just how far having story cubes as an alternative tool could yield long-term
benefits, particularly with improved writing skills among students. To address this knowledge gap, the
researchers explored the use of story cubes in enhancing students' writing skills at a public high school in
Ozamiz City.
The purpose of this action research is to explore how story cubes enhance students' writing skills. The method
involves grammar and spelling during the discussions, ensuring that students can improve their writing skills.
The study aims to explore the potential of story cubes to increase student motivation in writing activities. The
research intends to contribute to the development of innovative teaching strategies that support the
enhancement of writing skills in educational settings.
METHODOLOGY
A. Research Design
The study will use single group pretest-post test design to enhance students’ writing skills using story cubes
strategy particularly grammar and sentence structure. Action design research, or ADR, has gained widespread
recognition as a major research methodology in the field of information systems (Cronholm & Göbel, 2022).
This design is deemed appropriate as it focuses on a specific class or group of students, and it aims to enhance
students’ writing skills using story cubes.
B. Research Setting
The study was conducted at a public secondary school in Ozamiz City, Misamis Occidental. The school was
established in 1952, it continues to offer inclusive and competitive curriculum-based education. The institution
was built to improve quality education within the reach of the people. It is identified as one of the corporation
schools of the Department of Education in the Philippines, which supports the K-12 curriculum.
This is enhanced by a thorough curriculum that aims to establish graduates with the necessary knowledge and
skills for further education or job opportunities. Recreational areas provided the students with opportunities to
participate in many physical activities. In all the areas. Teachers and staff provide individualized attention and
act as guides and advocates throughout these transformative educational journeys. Examining the learning
environments at the junior and senior high school levels provides an understanding of the current students'
educational concerns in this community.
C. Respondents of the Study
The respondents of this study were junior high school students in one of the public schools in Ozamiz City,
where students were selected through purposive sampling. The criteria for selecting the respondents in
alignment with purposive sampling: (1) bona fide students at the public high school, (2) attended classes for at
least six months during the academic year 2024- 2025, and (3) willing to participate in the study.
D. Instruments
This study utilized the following instruments:
a) Pre-test. It is administered to students to assess their current writing abilities. The activity involved
writing a short piece based on a prompt provided by the researcher. Their work was evaluated using a
rubric that assessed organization, grammar and mechanics, vocabulary, coherence, and content. The
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
www.rsisinternational.org
Page 106
pre-test aimed to capture their initial writing skills, allowing for comparison with their progress after
the intervention.
b) Post-test. It is to find out how much their writing has improved. Similar to the pre-test, the post-test
required the students to complete a writing task under identical conditions and was evaluated using the
same rubric to ensure consistency and comparability of results. The post-test results showed the
changes and improvements in the students’ writing, helping the researcher measure how effective the
intervention was in developing their skills.
c) Grammar and Sentence Structure Test. It is a researcher-made questionnaire consisting of 10 items
designed to gather insights from students regarding their writing skills in class discussions when using
story cubes. This test is used to compare the means of two groups to determine if there is a significant
difference between them. The questionnaire aims to explore how students perceive and experience this
method of participation and how it influences their involvement in classroom activities.
d) Lesson Plan. The researchers created a lesson plan to integrate the modernized story cubes into a
structured framework to enhance students' writing skills. Prior to implementation, the lesson plan was
thoroughly reviewed by the cooperating teacher and revised by the student teacher. The strategy
involves using a story cube to enhance students' writing skills by generating random story elements,
such as characters, settings, and conflicts. This method can be applied throughout the discussion
whenever students need inspiration for their writing, encouraging creativity and critical thinking.
e) Story Cube. The researcher intends to employ this approach to assess, improve, and enhance writing
skills.
E. Data Collection
a) Pre-Implementation Phase. The researchers will request permission from the dean of the College of
Education, the School Division Superintendent, and the principal of the school where to conduct the
study. The data collection will begin after all required approvals are achieved. The aim is to reduce
student anxiety by framing participation as an impartial process while also encouraging preparation and
attentiveness, since students will not know when they will be selected. Based on the lesson plan
devised by the teacher, assessments will also be prepared during this phase.
b) Implementation Phase. The researchers will discuss the lesson with the assistance of modernized story
cubes in the classroom. Clear instructions will be provided for the students regarding the story cube and
its use in assessments. After a month of implementing this strategy, a comprehensive assessment will
be administered to evaluate its effectiveness. This assessment will measure not only the students'
understanding of the lesson content but also their engagement and participation levels throughout the
process.
c) Post-Implementation Phase. The post-implementation phase involves concluding the study, making
recommendations, proofreading, editing, and finalizing the research. Additionally, it includes the
appropriate sharing of the research findings with a specific audience.
F. Ethical Considerations
Before starting this study, the researchers obtained consent from the relevant authorities, including the
superintendent, supervisors, principals, and assistant principal of the school. In a letter of consent, they
explained the purpose of the study and requested agreement to respond. The researchers ensured that the
respondents were fully informed about the objectives and significance of the research, both to them and the
university.
In this study, the privacy of respondents' data was of utmost importance, and questionnaire responses have
been kept confidential. Moreover, the researchers ensured that no harm was caused to their respondents and
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
www.rsisinternational.org
Page 107
that they were provided with the right to participate voluntarily. During the study, the results of the data
collected were presented without bias, reflecting the honest and unfiltered responses of the respondents.
G. Data Analysis
The researcher will calculate descriptive statistics, specifically the mean and standard deviations, to assess the
level of performance both before and after implementing the intervention.
Mean and Standard Deviation. These were calculated to determine the central tendency and variability of the
students’ scores before and after the intervention.
Frequency and Percentage. They will be used to identify the level of students’ writing skills before and after
the use of story cubes.
Grammar and Sentence Structure Test. This tool will be used to compare students’ writing skills before and
after the use of story cubes.
RESULTS AND DISCUSSION
A. Level of Students’ Writing Skills Before Using Story Cube
Table 1: Level of Students’ Writing Skills Before Using Story Cube
Comprehension
Frequency
Percentage
M
Did Not Meet Expectation (DME)
29
100
17.84
Overall
29
100
17.84
Before the intervention, 31 Grade 9 students received an evaluation for their writing abilities, as shown in
Table 1. Analysis indicated that all participants (n=31) reached the Did Not Meet Expectation classification
regarding their writing abilities. The students scored minimally (M = 17.84, SD = 5.81) on the assessment that
evaluated their writing abilities for idea development and organization, as well as coherence and grammar.
School-based educators have introduced various creative strategies to enhance the effectiveness and
engagement quality of writing education for their students throughout the past few years. The application of
visual storytelling elements within tools such as
Story Cubes results in improved narrative writing abilities through the stimulation of new ideas, improved plot
development, and lowered student anxiety about writing. Story Cubes demonstrated greater improvement in
narrative structure, creativity, and vocabulary usage compared to students who received traditional instruction.
Story cubes affect English narrative text writing abilities in students (Purba et al., 2024).
Interactive tools foster deeper student engagement, autonomy, and writing fluency, especially among learners
who previously struggled with generating ideas (Farajollahi & Tajadini, 2023). By providing a hands-on,
playful approach to storytelling, these tools help students overcome creative blocks and participate more
actively in the writing process.
The outcome shows it is essential to apply better learning methods for Grade 9 students to enhance their
writing, particularly in areas of planning, developing thoughts, organizing them, keeping their writing clear,
and using proper grammar. It is clear from this example that relying solely on traditional methods may not be
sufficient.
One solution is to use interactive tools such as Story Cubes. Writing assistants offer enjoyable experiences,
stimulate creativity, guide students when planning stories, and reduce their stress while creating content.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
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Including things like Story Cubes can improve the creative writing abilities of learners who struggle with
writing.
B. Level of Students’ Writing Skills After the Implementation of the Story Cube
Table 2: Level of Students’ Writing Skills After the Implementation of the Story Cube
Comprehension
Frequency
Percentage
M
Outstanding (O)
17
54.8387
47.059
Very Satisfactory (VS)
8
25.8065
39.000
Satisfactory (S)
3
9.6774
35.333
Fairly Satisfactory
2
6.4516
31.00
Did Not Meet Expectation
1
3.2258
28.00
Overall
31
100
42.19
The results of 31 Grade 9 students who received the Story Cube strategy appear in Table 2 following their
writing assessment. Students achieved significant improvements in their writing capabilities based on the class
mean score of (M = 42.19, SD = 6.23). Student performance improved significantly since pre-intervention
measurements indicated that all students were in the “Did Not Meet Expectation” category.
Students who met the outstanding writing proficiency criteria were the most predominant group at n = 17
(54.84%) with an average score of M = 47.06 (SD = 322.14). The Very Satisfactory level was achieved by
eight students out of 32 who participated in this study (n = 8, 25.81%, M = 39.00, SD = 1.07). Staff evaluation
rate revealed three participants (9.68%) at the Satisfactory level with a mean score (M = 35.33, SD = 1.16),
and two participants (6.45%) achieved the Fairly Satisfactory level (M = 31.00, SD = 1.41). This student
scored 28.00, which placed them in the lowest category of Did Not Meet Expectation, with a 3.23% student
population.
The improvement in students' writing also highlights growth in organizing ideas and presenting coherent
narratives, which are essential components of effective written communication. Through writing, the learners
will be able to develop their analytical, rational, and critical thinking skills (Bora, 2023). Integrating visual aids
and creative scaffolding techniques in writing instruction shows that students exposed to structured creative
tools performed better in written composition tasks than those who were not (Villanueva, 2022).
It appears that using Story Cubes in the classroom significantly improved students' writing skills. After
receiving the intervention, more than half of the students showed excellent results. Story Cubes allow students
to connect their ideas better and write more organized stories. This strategy also makes students feel more
confident and interested in writing. Using visual and hands- on approaches in teaching writing is more useful
for students who have difficulties with sitting still and listening. With Story Cubes, students can practice
improving their organization and communication skills.
C. Difference in Students’ Writing Skills Before and After the Implementation of the Story Cube
Table 3: Difference in Students’ Writing Skills Before and After the Implementation of the Story Cube
Variables
M
SD
t-value
p-value
Decision
Before Story Cube Activity
17.84
5.81
-17.20
0.000
Reject Ho
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
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After Story Cube Activity
42.19
6.23
Table 3 presents the results of a paired sample t-test conducted to determine the difference in students' writing
skills before and after the implementation of the Story Cube activity. The intervention aimed to enhance
students' creative thinking, organization, and expression in writing.
The analysis revealed a highly significant difference in students' writing skills following the implementation of
the Story Cube. Before the activity, students had a mean score of M = 17.84, SD = 5.81, while after the
activity, the mean increased to M = 42.19, SD = 6.23. The computed t-value was -17.20 with a p- value of
0.000 (t = -17.20, p = 0.000), indicating a highly significant improvement in writing skills.
This significant increase suggests that the Story Cube activity was highly effective in developing students'
writing performance. Most learners have problems organizing their pieces of writing. It is the usual
observation that learners have hardships in composing on their own. Classroom teaching and learning,
therefore, offer an adequate learning base for a learner to analyze, evaluate, and address them (Bora, 2023).
When learners are involved in hands- on, interactive learning tasks, they demonstrate stronger creative
thinking and content generation in writing (Santos, 2021).
It is evident from the findings that participating in Story Cubes activities improved students' writing skills. The
significant improvement between their past and current scores indicates that engaging with the activity
enhances students' ability to organize, express their concepts, and structure their writing. Using interactive
methods such as Story Cubes, many students who struggle to organize their ideas properly can improve their
ability to think and collaborate when writing. These results underline the value of introducing lively, student-
centered activities in school to aid students with writing and promote the development of their thinking and
communication skills.
CONCLUSION
The findings of this action research clearly demonstrate the effectiveness of using Story Cubes as an
instructional tool in enhancing the writing skills of Grade 9 students. Prior to the intervention, all students fell
within the "Did Not Meet Expectation" category, showing significant difficulties in organizing ideas,
developing content, and applying correct grammar in their writing. However, after the implementation of the
Story Cube strategy, there was a remarkable improvement in the students' writing performance. Most of the
students achieved higher performance levels, with over half achieving the “Outstanding” category.
The significant difference in the pre-test and post-test results confirms that the use of Story Cubes positively
impacted students' ability to generate ideas, organize thoughts, and write coherent narratives. Moreover, the
engaging and interactive nature of Story Cubes helped reduce writing anxiety, boost confidence, and
encourage active participation in writing tasks.
This research supports the integration of creative, student-centered tools such as Story Cubes in writing
instruction. Such approaches foster creativity, improve narrative structure, and provide students—especially
those who struggle with writing—with meaningful opportunities to develop their communication and critical
thinking skills. Therefore, it is recommended that educators consider incorporating Story Cubes and similar
strategies into their teaching to enhance students' overall writing proficiency.
Appendix
Rubric
Criteria
Excellent
Good
Fair
Needs Improvement
Grammar &
Mechanics
Free of grammar, spelling,
and punctuation errors.
Few minor
errors that do
not interfere
Noticeable errors
that distract the
Frequent errors that
make understanding
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
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Page 110
with meaning.
reader.
difficult.
Coherence &
Cohesion
Ideas are well-connected;
transitions and cohesive
devices are used
effectively.
Ideas are mostly
connected with
some effective
transitions.
Some attempt at
connecting ideas, but
with limited
cohesion.
Lacks coherence:
ideas seem
disconnected.
Vocabulary
Use rich, varied, and
precise vocabulary
appropriately.
Adequate and
appropriate
word choice
with some
variety.
Limited vocabulary;
repetitive or
sometimes
inappropriate words.
Basic vocabulary;
many inappropriate or
unclear word choices.
Content
Thoroughly addresses the
topic with rich, relevant,
and original ideas.
Addresses the
topic with
mostly relevant
and clear ideas.
Ideas are somewhat
relevant but
underdeveloped.
Ideas are unclear, off-
topic, or not
developed.
Organization
Clear structure
(introduction, body,
conclusion); logical and
smooth flow.
Organized with
some minor
lapses in flow or
clarity.
Weak structure;
lacks logical flow or
transitions.
Disorganized; hard to
follow.
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