Traditional vs. Filmed Adaptation: An Effective Approach to Students’ Content Comprehension in Novels

This study examined the effectiveness of two instructional media—traditional reading and film adaptation—in enhancing students’ content comprehension of novels. Specifically, it analyzed students’ understanding in terms of content, symbolism, and message, as well as the influence of each medium on the development of macro skills such as reading and viewing. The participants were fifty (50) Grade 10 students from a public secondary school, and the study employed a descriptive–comparative research design. Data were gathered through researcher-developed assessment tools and were analyzed using appropriate statistical methods to determine differences between the two instructional approaches. Findings revealed a significant difference in the effects of the two media on students’ macro skills and information processing, with film adaptation demonstrating greater effectiveness. Statistical results showed significant differences favoring the filmed adaptation in macro skills (t = 2.30; p = 0.046) and information processing (t = 3.48; p = 0.01). These results suggest that audiovisual elements such as visuals, sound, and pacing may facilitate students’ engagement and support more efficient processing of narrative information. In contrast, no significant differences were found between traditional reading and film adaptation in terms of content comprehension, symbolism, and message. Both media yielded equal levels of content comprehension (22.4%), while the differences in symbolism (t = 0.56; p = 0.58) and message (t = 0.6059; p = 0.56) were statistically insignificant, although traditional reading obtained slightly higher mean scores in these areas. Overall, the findings indicate that while film adaptations are more effective in enhancing macro skills, both traditional reading and film-based instruction are equally effective in developing students’ comprehension of literary content, symbolism, and thematic messages. These results highlight the value of integrating both media in literature instruction to support diverse learning outcomes.