INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

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Needs Assessment: Utilizing 7E Model in Teaching Protein Synthesis

through Storybook

Haniya H. S. Cali

*, Vanjoreeh A. Madale

, Monera A. Salic-Hairulla

, Joy R. Magsayo

, Ariel O.

Ellare

, Arlene R. Alcopra

Department of Science and Mathematics Education, College of Education, Mindanao State University –

Iligan Institute of Technology, Bonifacio Ave. Tibanga, Iligan City, 9200, Philippines

Department of Professional Education, College of Education, Mindanao State University – Iligan

Institute of Technology, Bonifacio Ave. Tibanga, Iligan City, 9200, Philippines

*Corresponding Author

DOI:

https://dx.doi.org/10.47772/IJRISS.2025.910000210

Received: 25 October 2025; Accepted: 30 October 2025; Published: 01 November 2025

ABSTRACT

Teaching protein synthesis poses persistent challenges to both teachers and learners in senior high school biology

due to its abstract, sequential, and molecular nature. This study aimed to conduct a needs assessment to identify

the instructional challenges encountered by Grade 12 STEM teachers and to determine the pedagogical supports

required to enhance student understanding. Using a qualitative-descriptive design, data were collected from five

in-service science teachers through a validated needs assessment questionnaire adapted from Hadji Shaeef

(2023). Thematic analysis based on Braun and Clarke’s (2006) framework revealed five major themes: (1) the

importance of protein synthesis, (2) teaching strategies currently used, (3) student learning difficulties, (4)

storybooks as an emerging pedagogical tool, and (5) additional resources and support needed. Findings indicate

that while teachers recognize protein synthesis as a core concept in molecular biology, students struggle to

distinguish between transcription and translation and to visualize molecular interactions. Teachers commonly

use lectures, PowerPoint presentations, and animations, but acknowledge the need for contextualized and

engaging materials. They expressed strong support for developing storybooks integrated with the 7E model to

simplify abstract processes and enhance engagement. Results from this assessment provide the empirical

foundation for designing and developing innovative instructional materials that align with teachers’ and students’

needs.

Keywords: needs assessment, protein synthesis, 7E instructional model, storybook, STEM education

INTRODUCTION

Protein synthesis is central to the study of molecular biology and genetics, forming the basis of the central

dogma—the flow of genetic information from DNA to RNA to protein. Within the senior high school STEM

curriculum in the Philippines, understanding this process is crucial for preparing students for advanced studies

in life sciences and health-related fields. Despite its importance, protein synthesis remains a difficult topic for

learners due to its microscopic and abstract nature. Students frequently struggle to conceptualize transcription,

translation, and RNA interactions, leading to widespread misconceptions (Tsui &Treagust, 2013).

For teachers, the abstractness of molecular processes presents pedagogical challenges. Traditional approaches—

such as lectures and textbook diagrams—often fail to sustain engagement or promote deep conceptual

understanding. As Mayer (2021) emphasized, meaningful learning requires integrating both visual and verbal

representations. Therefore, identifying teachers’ specific challenges and instructional needs is critical to

improving biology teaching practices.

This study constitutes the Define phase of the 4D Model (Thiagarajan et al., 1974), which involves conducting

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 2522

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a needs assessment to determine existing instructional gaps prior to designing innovative materials. The findings

from this phase inform the later stages—Design, Develop, and Disseminate—particularly the creation of a 7E

Model-based storybook that contextualizes and simplifies protein synthesis for senior high school learners.

Objective Of The Study

This study seeks to achieve:

1. Conduct a needs assessment to identify challenges faced by Grade 12 STEM teachers in teaching protein

synthesis.

Methods

A qualitative-descriptive research design was employed to gather in-depth insights into the experiences and

perceptions of science teachers. The respondents were five in-service senior high school STEM teachers with at

least three years of teaching experience in biology. The study focused on identifying the existing challenges and

instructional needs related to teaching protein synthesis in the Philippine STEM curriculum.

Data Gathering Procedure

Data were gathered using a Needs Assessment Questionnaire adapted from Hadji Shaeef (2023). The instrument

consisted of open-ended questions designed to elicit teachers’ experiences, teaching practices, observed student

difficulties, and suggestions for improving instructional materials. Prior to administration, permission from the

school administration was secured, and participants were informed about the purpose of the study. Their

responses were coded anonymously as NA:ST1 to NA:ST5. Interviews and survey responses were collected

within two weeks and subsequently transcribed for analysis.Ethical standard was met to provide security for all

the data and documents gathered by the researcher in the study.

Data Analysis

The collected data were analyzed thematically following the six-phase framework of Braun and Clarke (2006):

(1) data familiarization, (2) generating initial codes, (3) searching for themes, (4) reviewing themes, (5) defining

and naming themes, and (6) producing the final report. Codes were grouped into thematic categories that

reflected teachers shared experiences. The credibility of the analysis was strengthened through peer checking

and triangulation.

RESULTS AND DISCUSSION

Needs Assessment for Science Teachers

Table 1 The Summary of the Responses of In-service Science Teachers on the Need Assessment Survey

Theme

Coded for

Quote

The Importance of Protein

Synthesis

Protein synthesis as

fundamental to life;

foundation for

understanding genetics;

preparation for advanced

studies

“Protein synthesis is a basic principle of

molecular biology and genetics. It is

fundamental to understanding how genetic

information contained in DNA is translated

into useful proteins” (NA:ST1)

Connection to traits and

cellular function

“We make students understand how DNA

controls life by creating proteins that is

important for cell function. It helps students

understand how genes determine traits, or life

in cellular level” (NA:ST3)

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

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Central dogma as key

learning

“It is essential because protein synthesis

explains how cells make proteins using

genetic information. It’s a key part of the

central dogma of molecular biology”

(NA:ST5)

Teaching Strategies Currently

Used

Lecture-discussions and

visual aids

“I mostly employ a mixture of lecture

discussions, visual aids such as diagrams and

animations, and interactive activities”

(NA:ST1)

Videos and hands-on

activities

“Usually animated videos to capture the

processes and gives visuals. Also hands on

activities” (NA:ST3)

Real-world connections

“Aside from that I relate the topic in real

world situation in order for the learners to

understand it in easy way” (NA:ST5)

Student Learning Difficulties

Confusion in transcription

vs. translation

“The transcription and translation processes…

students often struggle to differentiate

between transcription and translation”

(NA:ST5)

Struggles with ribosome

and tRNA roles

“Students often struggle with understanding

the role of ribosomes, tRNA, and codon-

anticodon interactions during translation”

(NA:ST4)

Complexity of RNA

functions and genetic code

“The different roles of mRNA, tRNA, and

rRNA can be overwhelming… The

redundancy of the genetic code adds

complexity” (NA:ST2)

Storybooks as an Emerging

Pedagogical Tool

Storybooks simplify

complex concepts

“Yes, I think utilizing a storybook can make

the subject more compelling and accessible

for students” (NA:ST1)

Engaging and relatable

through characters

“Yes, because we are providing them

characters and we explain them how

essentials those characters and their

functions” (NA:ST5)

Improves retention and

understanding

“Yes, utilizing a storybook can significantly

enhance students’ conceptual

understanding… storytelling makes abstract

concepts more relatable” (NA:ST2)

Additional Resources and

Support Needed

Need for interactive tools

and simulations

“More interactive and engaging digital tools,

such as simulations and virtual labs, would

help students visualize transcription and

translation in action” (NA:ST1)

Digital and 3D models

“Interactive Multimedia, 3D models, Digital

Books” (NA:ST3)

Hands-on and real-world

applications

“High-quality animations or using 3D

molecular models can further enhance

engagement… storytelling and analogies can

improve conceptual understanding” (NA:ST2)

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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The summary result of the need assessment was answered byFive (5) Science teachers.Teachers consistently

highlighted the importance of protein synthesis as a foundational concept in molecular biology and genetics.

They emphasized its role in linking DNA’s genetic information to the formation of proteins that determine

cellular function and observable traits. Respondents described protein synthesis as essential for developing

scientific literacy and preparing students for advanced studies in the biological sciences. This view reflects the

position of Alberts et al. (2019), who identify protein synthesis as a “core idea” in biology that connects

molecular mechanisms to physiological outcomes. Despite its importance, teachers acknowledged that its

abstract and sequential nature makes it one of the most conceptually demanding topics to teach in senior high

school biology, a difficulty also emphasized by Tsui and Treagust (2013) in their study on multiple

representations in biological education.

In addressing these instructional challenges, teachers reported employing a combination of traditional and

multimedia strategies such as lecture-discussions, PowerPoint presentations, diagrams, animations, and real-

world connections. These approaches are consistent with Mayer’s (2021) principle of multimedia learning, which

emphasizes that integrating verbal and visual information enhances comprehension and retention. However,

teachers admitted that even with these strategies, misconceptions persist, particularly in differentiating

transcription from translation and understanding the roles of ribosomes, mRNA, and tRNA. To overcome these

difficulties, respondents expressed enthusiasm for integrating storybooks as innovative teaching tools. They

believed that storytelling could transform abstract molecular processes into relatable narratives, making learning

more meaningful and engaging. This finding is supported by Isik and Kar (2022), who found that storytelling,

improves conceptual understanding and student attitudes toward science learning.

Beyond the use of storybooks, teachers also underscored the need for supplementary materials such as interactive

simulations, 3D models, and continuous professional training to strengthen instructional delivery. These

perspectives align with Gess-Newsome et al. (2019), who argue that sustained teacher professional development

and access to innovative tools are crucial to improving science teaching and student achievement. The needs

assessment revealed that protein synthesis, though central to molecular biology, remains a persistent source of

difficulty in the classroom. Teachers employ diverse strategies, yet misconceptions and engagement issues

prevail. There is a strong consensus that contextualized, narrative-based, and multimodal instructional

materials—particularly storybooks following the 7E Model (Bybee, 2015)—could substantially enhance

understanding.

These findings represent the Define phase of the 4D Model (Thiagarajan et al., 1974) and provide the empirical

foundation for designing and developing the 7E storybook as an innovative teaching tool for protein synthesis.

CONCLUSION AND RECOMMENDATIONS

This study concluded that in-service science teachers face consistent challenges in teaching protein synthesis

due to its abstract nature and students’ conceptual difficulties. Teachers rely on traditional methods but express

a need for innovative, story-driven, and interactive materials. The findings strongly support the integration of

the 7E instructional model into a storybook format, which can contextualize molecular processes and improve

student engagement.

In light of the result revealed in the need assessment survey, the following recommendations should be taken

into consideration.

1. Develop narrative-based instructional materials that incorporate the 7E model for teaching protein

synthesis.

2. Provide professional development for teachers on integrating storytelling and digital simulations into

science instruction.

3. Conduct further research on the effectiveness of multimodal and contextualized learning materials in

addressing student misconceptions in molecular biology.

These insights establish the foundation for the next phases of the 4D model—Design and Develop—and affirm

that storybooks hold significant potential in transforming abstract scientific concepts into meaningful learning

experiences.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

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REFERENCES

1. Alberts, B., Johnson, A., Lewis, J., Morgan, D., Raff, M., Roberts, K., & Walter, P. (2019). Molecular

Biology of the Cell (7th ed.). Garland Science.

2. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in

Psychology, 3(2), 77–101.

3. Bybee, R. (2015). The BSCS 5E Instructional Model: Creating Teachable Moments. NSTA Press.

4. Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. M.

(2019). Teacher professional development and student achievement in science: A logic model

approach. International Journal of Science Education, 41(7), 862–883.

5. Hadji Shaeef, H. (2023). Needs Assessment Instrument for Science Instruction.Localized Stem Lesson

in Teaching Biodiversity for Grade 8 Learner

6. Isik, D., & Kar, T. (2022). Storytelling in science education: Effects on students’ conceptual

understanding and attitudes. Research in Science & Technological Education, 40(4), 529–546.

7. Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge University Press.

8. Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional Development for Training

Teachers of Exceptional Children: A Sourcebook. Indiana University.

9. Tsui, C. Y., &Treagust, D. F. (2013). Introduction to multiple representations: Their importance in

biology and biological education. In D. Treagust& C. Tsui (Eds.), Multiple Representations in

Biological Education (pp. 3–18). Springer.