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Needs Analysis: Development of an Interactive Digital Storybook in
Teaching Mixtures and their Characteristics among Grade 6
Learners
Soraya M. Samsodin*, Vanjoreeh A. Madale, Monera A. Salic-Hairulla, Elesar V. Malicoban, Ellen J.
Castro, Angeline P. Dinoro
Department of Science and Mathematics Education, College of Education, Mindanao State University –
Iligan Institute of Technology, Bonifacio Ave. Tibanga, Iligan City, 9200, Philippines
*Corresponding Author
DOI: https://doi.org/10.47772/IJRISS.2025.910000216
Received: 24 October 2025; Accepted: 30 October 2025; Published: 08 November 2025
ABSTRACT
Scientific literacy is a critical skill in the 21st century, yet many Filipino learners struggle to comprehend
scientific concepts due to poor reading comprehension and limited access to engaging instructional materials.
This study aimed to assess the needs for developing an Interactive Digital Storybook (IDS) as a supplementary
tool for teaching Mixtures and Their Characteristics among Grade 6 learners. Utilizing a descriptive quantitative
design with qualitative support, the research focused on the Define Phase of the 4D Model. Six in-service science
teachers from a public elementary school in the West I District of Iligan City served as key informants, selected
through purposive sampling. Data were collected using a validated Needs Assessment Questionnaire and
analyzed through descriptive statistics and thematic analysis. Findings revealed that learners encounter
significant difficulties in understanding mixtures due to the abstract and conceptual nature of the topic, limited
visual and hands-on learning experiences, and persistent misconceptions. Teachers reported challenges such as
lack of engaging and contextualized materials, low reading comprehension among learners, and limited access
to technology. Despite minimal familiarity with digital storybooks, teachers perceived IDS as a useful, engaging,
and motivating instructional tool that could enhance comprehension and accessibility in science learning. The
study concludes that there is a strong need to design and develop an IDS aligned with curriculum standards to
promote inclusive, interactive, and literacy-integrated science instruction, forming a foundation for the
succeeding phases of the IDS development process.
Keywords: 4D Model; Grade 6 Learners; Interactive Digital Storybook; Mixtures and Their Characteristics;
Needs Analysis; Reading Comprehension; Science Education
INTRODUCTION
Imagine a world where understanding scientific ideas feels like deciphering a secret code. For many learners,
this is not just a metaphor but a daily experience. Scientific literacy—the ability to analyze, reason, and make
informed decisions about science-related issues—is crucial for active participation in modern society. However,
students with limited reading comprehension skills often find it difficult to access and interpret scientific
information (Asih et al., 2018). This challenge is particularly evident in Chemistry, especially in the topic
Mixtures and Their Characteristics, where learning requires both analytical reasoning and comprehension of
scientific texts.
One of the essential components of scientific literacy is the ability to comprehend scientific texts. As Palines
(2021) emphasized, low scientific literacy is often rooted in poor reading comprehension, a persistent problem
worldwide and in the Philippines. The Technology-Based Divisional Quarterly Assessment of Schools System
(TB-DQASS) for School Year 2023–2024 identified Mixtures and Their Characteristics as one of the least-
mastered competencies among Grade 6 learners. This concern is consistent with international assessments: the
Programme for International Student Assessment (PISA 2022) ranked the Philippines 76th out of 81 countries
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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in reading comprehension and among the lowest in science literacy (OECD, 2022), while the Trends in
International Mathematics and Science Study (TIMSS 2019) revealed that 87% of Filipino learners failed to
demonstrate even basic understanding of scientific concepts (TIMSS, 2021).
These findings underscore that students’ difficulties in science are not merely due to content complexity but are
also rooted in literacy gaps. Reading comprehension and science learning are interdependent (Neri et al., 2019),
a relationship that becomes especially evident when students encounter abstract Chemistry concepts such as
mixtures. Homogeneous mixtures, for instance, are hard to visualize because their components are not visible to
the naked eye. Cahyanto et al. (2019) reported that more than half of students (52.31%) demonstrated incomplete
understanding when distinguishing between homogeneous and heterogeneous mixtures. Moreover, Fernando
(2022) found that many learners perceive Chemistry as difficult and uninteresting due to complex terminology,
leading to decreased motivation and engagement in class.
Recognizing these challenges, the Department of Education (DepEd) continues to promote reading programs
that enhance comprehension and strengthen scientific literacy (DepEd, 2015). Teachers are encouraged to adopt
innovative instructional strategies that foster inclusivity, engagement, and interactivity (Salic et al., 2024).
However, while strategies such as project-based and inquiry-based learning have been beneficial, they often lack
tools that directly support reading comprehension within science contexts.
Amid these challenges, the integration of Interactive Digital Storybooks (IDS) presents a promising approach to
improving both literacy and conceptual understanding. IDS combine text, visuals, audio, and interactivity to
create immersive learning experiences (Faster Capital, 2025). Grounded in the Cognitive Theory of Multimedia
Learning (Abdul Samat, 2022), IDS enhance comprehension by engaging learners through multiple modes of
input. Smeda et al. (2014) found that digital storytelling improves academic performance, creativity, and critical
thinking, while Tamimi (2024) highlighted its benefits in enhancing language proficiency and learner
motivation. Despite these advantages, limited research has examined the use of IDS in teaching scientific
concepts such as mixtures. Most studies focus on language and literacy instruction, leaving a gap in
understanding how digital storybooks can support conceptual science learning. Furthermore, Bouchrika (2025)
observed that many IDS applications face challenges in accessibility, content alignment, and teacher readiness.
Given these gaps, it becomes essential to explore teachers’ perspectives and instructional needs before
developing an IDS tailored for science education. Understanding these needs will ensure that the material is
relevant, pedagogically sound, and responsive to classroom realities.
Therefore, this study aims to assess the needs for an Interactive Digital Storybook (IDS) in teaching mixtures
and their characteristics among science teachers. By identifying teachers’ instructional challenges, preferred
content features, and readiness for technology integration, the findings will serve as a foundation for designing
a digital learning tool that aligns with curriculum standards and supports both conceptual understanding and
literacy development.
In doing so, the study contributes to the realization of the United Nations Sustainable Development Goals
(SDGs)—specifically SDG 4 (Quality Education) by promoting inclusive and equitable learning opportunities,
SDG 9 (Industry, Innovation, and Infrastructure) by fostering innovation through educational technology, and
SDG 10 (Reduced Inequalities) by addressing learning gaps in under-resourced contexts (Modi et al., 2024). By
aligning with these global goals, the study not only addresses a national educational concern but also advances
the broader vision of sustainable, equitable, and technology-enhanced science education.
METHODOLOGY
Research Design
This study employed a descriptive quantitative design with qualitative support, anchored in the developmental
research framework—specifically the Define Phase of the 4D Model (Define, Design, Develop, and
Disseminate). The study focused solely on the needs analysis component, aiming to determine the requirements,
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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challenges, and preferences of science teachers regarding the development of an Interactive Digital Storybook
(IDS) for teaching Mixtures and Their Characteristics in Grade 6 Science. Descriptive research was deemed
appropriate because it allows for systematic identification and analysis of teachers’ instructional needs, providing
baseline data for subsequent phases of IDS design and development.
Research Setting
The study was conducted in a selected public elementary school in the West I District of Iligan City, Lanao del
Norte, during the School Year 2025–2026. The school serves learners from kindergarten to Grade 6 and has a
population of approximately 957 students and 31 teachers. The site was chosen for its accessibility, availability
of digital teaching resources, and inclusion of teachers handling Grade 6 Science classes under the “Matter”
learning area, where the topic Mixtures and Their Characteristics is covered in the first quarter.
Respondents of the Study
The respondents consisted of six (6) in-service science teachers who were selected through purposive sampling
based on the following criteria:
currently teaching Science in elementary level;
has at least five (5) years of teaching experience; and
has prior experience in using digital or multimedia-based instructional materials in teaching.
These teachers were considered key informants, as they possess relevant classroom experience and insights into
learners’ difficulties, instructional practices, and technology integration challenges. Their responses provided
valuable input for identifying the pedagogical and technical requirements of the proposed IDS.
Research Instrument
The main instrument used was a Needs Assessment Questionnaire for Science Teachers, adapted and modified
from Jumawan (2022) and aligned with the principles of the Cognitive Theory of Multimedia Learning (Mayer
& Fiorella, 2014). The instrument contained two parts: (1) demographic and professional profile of teachers, and
(2) statements measuring instructional needs, challenges, and preferences related to digital storybook integration
in science. The items utilized a four-point Likert scale (1 – Strongly Disagree to 4 – Strongly Agree), supported
by open-ended questions to capture qualitative insights. The questionnaire underwent expert validation by
science educators and ICT specialists to ensure content accuracy and relevance before administration.
Data Gathering Procedure
Prior to data collection, formal letters were sent to the Schools Division Superintendent and the School Principal
to request permission to conduct the study. Upon approval, the researcher personally administered the survey to
the teacher-respondents and explained the study’s purpose and confidentiality provisions. Respondents were
informed of their right to refuse or withdraw participation at any time without penalty.
Data collection focused on determining the teachers’ perceptions of students’ difficulties with the topic, current
instructional practices, available resources, and perceived need for an Interactive Digital Storybook (IDS) as a
supplementary teaching tool. Responses to quantitative items were tabulated and analyzed statistically, while
open-ended responses were examined qualitatively to identify common themes.
Data Analysis
Quantitative data from the questionnaire were analyzed using descriptive statistics, particularly mean and
standard deviation, to summarize teachers’ levels of agreement and perceived needs.
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The following scale was used for interpretation:
Mean Interval
Description
3.25 – 4.00
Strongly Needed
2.50 – 3.24
Moderately Needed
1.75 – 2.49
Slightly Needed
1.00 – 1.74
Not Needed
Qualitative data from open-ended responses were analyzed through thematic analysis (Caulfield, 2023), which
involved identifying recurring ideas and clustering them into themes such as content gaps, pedagogical needs,
and preferred digital features. The integration of both quantitative and qualitative findings provided a
comprehensive view of teachers’ needs regarding IDS integration in science instruction.
Ethical Considerations
This study strictly adhered to established ethical standards for educational research (Creswell & Creswell, 2018;
Cohen et al., 2018). Participation was voluntary, and informed consent was obtained from all respondents. Data
were anonymized using code identifiers (e.g., K1–K6) to ensure confidentiality. Responses were stored in
password-protected files accessible only to the researcher. The study posed minimal risk to participants and
aimed to generate constructive insights for instructional improvement rather than evaluative judgments.
RESULTS AND DISCUSSIONS
Summary of Key Informants’ Needs Assessment Results
The six (6) in-service Grade 6 Science Teachers were among the respondents in the need’s assessment survey.
To ensure respondent privacy, the study employed data coding, where K1, K2, K3, K4, K5 and K6 referred to
the Grade 6 Teacher Handling Science Subject 6.
Table 1 Summary of Identified Learning Competency with the Most Difficulty and Misconceptions Among
Learners
Learning Competencies
F
%
Describe the appearance and uses uniform and non-uniform mixtures
(S6MT-Ia-c-1)
4
66.67
Enumerate techniques in separating mixtures such as decantation,
evaporation, filtering, sieving and using magnet; and (S6MT-Id-f-2)
2
33.33
Tell the benefits of separating mixtures from products in community
(S6MT-Ig-j-3)
0
0
Overall
6
100
Table 1 presents the teachers’ responses on the learning competencies where learners experience the most
difficulty and misconceptions. The competency “Describe the appearance and uses of uniform and non-uniform
mixtures” recorded the highest difficulty with four (4) responses or 66.67%, which implies that learners struggle
most in distinguishing and describing mixtures. The competency “Enumerate techniques in separating mixtures”
followed with two (2) responses or 33.33% suggesting challenges in recalling or applying separation methods.
Meanwhile, “Tell the benefits of separating mixtures in the community” received zero (0) responses, showing
that learners generally understand this concept well, likely due to its real-life relevance.
Thus, misconceptions are most evident in learners’ conceptual understanding of mixtures, followed by
difficulties in separation techniques, while competencies linked to everyday applications are better understood.
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Table 2 Summary of the Responses of the Key Informants on Difficulties of Learners in learning the
Competencies
Themes
Codes
Mentions
Utterances
Conceptual
Complexity and
Abstract Nature
Difficulty in
understanding concepts;
Abstract ideas;
Complexity of mixtures
3
K1: Learners have difficulty of learning the concept
and connecting these concepts to everyday life.
Mixtures and its classifications can be complex to
learners making it challenging to visualize and
understand between two mixtures.
K3: It is often the most confusing for learners because
it involves abstract concepts and requires
distinguishing between similar separation techniques
such as decantation, filtration, and evaporation based
on properties like solubility, particle size, and density.
K5: Understanding the underlying principles—such as
differences in particle size, solubility, or magnetic
properties—can be abstract and difficult to grasp
initially.
Misconceptions
and Confusion
Misunderstandings;
Difficulty differentiating
techniques
2
K2: Because of some misconceptions on the topic.
K6: Maybe confused on different techniques.
Lack of Hands-on
and Visual
Learning
Opportunities
Limited practical
activities; Lack of visual
aids
2
K3: Without hands-on experience or visual aids,
learners may struggle to grasp when and how to apply
each method effectively.
K5: Limited opportunities for practical
experimentation can hinder understanding and
confidence.
Learner
Readiness and
Academic Gaps
Below grade-level
readiness; Foundational
gaps
1
K4: Some of my learners are behind in their grade level.
Table 2 presents the responses of the key informants on the difficulties of learners in learning the competencies.
Based from the table, their responses reveal four major themes underlying the learners’ difficulties in mastering
the competencies in grade 6 science, particularly on describing the appearances and uses of uniform and non-
uniform mixtures.
The most frequently mentioned theme is conceptual complexity and abstract nature. Teachers emphasized that
learners find it difficult to understand and visualize the concepts of mixtures, particularly in distinguishing
between uniform and non-uniform types. Learners also struggle with the underlying principles, such as
solubility, particle size, and density. This finding implies that learners face challenges in bridging scientific
theories with real-world examples, resulting in persistent misconceptions and incomplete understanding. This
aligns with the findings of Taber (2015), who emphasized that science topics involving microscopic properties
are particularly prone to learner difficulties due to their abstractness.
The Second most prominent theme is the lack of hands-on and visual learning opportunities. Several teachers
underscored that the absence of practical experimentation and visual aids hinders learners’ ability to fully grasp
how mixtures are separated in practice. Without engaging, experiential approaches, the topic remains theoretical
and difficult for students to internalize. This indicates that learners’ understanding could be improved by
integrating interactive activities, simulations, and laboratory-based exercises. This is supported by Hofstein and
Lunetta (2004), who highlighted that laboratory and hands-on activities significantly enhance students’
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conceptual understanding ang engagement in science. Moreover, visual aids and interactive learning tools have
also been shown to reduce cognitive load and support comprehension of complex concepts (Mayer, 2009).
The third theme identified is misconceptions and confusion. Some learners hold inaccurate preconceptions about
mixtures, while others become confused when differentiating among similar separation methods such as
decantation, filtration, and evaporation. According to Driver et al. (1994), misconceptions in science are common
because learners tend to construct their own explanations based on everyday experiences, which may conflict
with scientific views. This confusion highlights the need for teachers to diagnose and correct misconceptions
early in the learning process through reinforcement and clarification.
Lastly, learner readiness and academic gaps were reported as an additional source of difficulty. Teachers
observed that some students are performing below the expected grade-level standards, which affects their ability
to cope with the abstract and technical aspects of the topic. Vygotsky’s (1978) concept of the Zone of Proximal
Development (ZPD) underscores that learners require targeted support to bridge the gap between what they can
do independently and what they can achieve with guidance. Thus, scaffolding, remediation, and differentiated
instruction in addressing learners’ diverse levels of readiness is important.
Overall, the result demonstrates that the difficulties in learning mixtures and their classifications are primarily
rooted in the abstractness of the concepts and are further compounded by the lack of experiential learning,
misconceptions, and learner readiness gaps. These highlights the necessity of adopting contextualized, learner-
centered and activity-based strategies to enhance and reduce misconceptions in science learning.
Table 3 Summary of the Key Informants Responses on the Teaching Strategies Used when Discussing Mixtures
and their Characteristics
Teaching Strategies
F
%
Traditional lecture and discussion
3
21.43
Visual aids (e.g., charts, diagrams)
2
14.29
Interactive activities (e.g., experiments, hands-on demonstrations)
5
35.71
Digital tools (e.g., videos, apps, or simulations)
4
28.57
Others: __________
0
0
Overall
14
100
Table 3 presents the summary of the key informants’ responses on the teaching strategies used when discussing
mixtures and their characteristics. The findings reveal that interactive activities such as experiments and hands-
on demonstrations are the most frequently use detaching strategy (f=5). This indicates that teachers prefer active,
learner-centered approaches to make abstract scientific concepts on mixtures more tangible and relatable to
students. These strategies align with constructivist learning theories (Piaget, 1972; Vygotsky, 1978), which posit
that learners actively construct knowledge through direct experiences and social interaction. Engaging learners
in inquiry-based and experiential tasks fosters deeper understanding of mixtures and their characteristics (Bybee
et al., 2006).
Meanwhile, digital tools such as videos, apps, and simulations rank second (f=4), showing that teachers
increasingly integrate technology into their instruction. This reflects the shift towards digital learning resources
that enhance visualization and engagement in science education. The use of videos, apps, and simulations
supports visualization of abstract concepts, increases student motivation, and caters to 21st-century learners’
digital engagement (Prensky, 2001; Mishra & Koehler, 2006). Digital tools help bridge the gap between
traditional methods and interactive learning, creating a more blended and dynamic classroom environment.
Traditional strategies such as lecture and discussion (f=3) and the use of visual aids (f=2) are still practiced but
less dominant. These methods remain supportive in providing foundational explanations and structures content
delivery but are often complemented by interactive and technology-based strategies to address diverse learning
needs. Although effective for foundational knowledge, they may limit active participation (Orlich et al., 2013).
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These findings imply that teachers employ a blended approach that balances traditional instruction with modern,
interactive, and digital strategies to enhance student understanding of mixtures and their characteristics.
Table 4 Summary of the Key Informants Responses on the Teaching Challenges Encountered when teaching
Mixtures and Their Characteristics
Teaching Challenges
F
%
Students struggle with reading comprehension.
4
28.57
Students find it difficult to differentiate homogeneous and heterogeneous mixtures.
2
14.29
Lack of engaging materials or resources.
5
35.71
Limited access to technology in the classroom.
2
14.29
Others: Limited classroom space to conduct experiments
1
7.14
Overall
14
100
Table 4 presents the responses of the key informants on challenges faced when teaching Mixtures and their
Characteristics. The results show that the most common challenge reported by teachers is the lack of engaging
materials or resources (f = 5). which suggests that the absence of interactive and contextualized teaching tools
makes it difficult to sustain students’ interest and effectively present the concepts of mixtures. Research by
Aksela (2010) and bybee et al. (2006) emphasized that science learning becomes more effective when supported
by engaging, inquiry-based, and visual materials that help learners connect abstract concepts to real-life
situations. Lacking of such resources makes it difficult for teachers to move beyond rote instruction and foster
meaningful understanding.
Another significant issue is that students struggle with reading comprehension (f = 4). This challenge directly
affects their ability to follow instructions, analyze scientific texts, and understand the characteristics of mixtures.
Cervetti and Hiebert (2019) noted that reading comprehension is strongly linked to science achievement, as
literacy skills provide the foundation for constructing meaning from scientific texts. Poor comprehension limits
students’ ability to analyze mixture classifications and apply knowledge to experiments. Reading difficulties
often hinder students from fully engaging with science content, which relies heavily on technical vocabulary and
comprehension skills.
Additionally, conceptual understanding also presents a difficulty, as some students find it hard to differentiate
between homogeneous and heterogeneous mixtures (f = 2). This indicates that learners may have misconceptions
or limited ability to apply theoretical distinctions in practical contexts. According to Driver et al. (1994),
misconceptions are common in science learning, particularly when abstract ideas such as particle distribution in
mixtures are introduced. Without sufficient scaffolding, learners may fail to distinguish between uniform and
non-uniform mixtures, resulting in superficial understanding.
Furthermore, limited access to technology in the classroom (f = 2) restricts teachers from integrating videos,
simulations, or digital applications that could enhance visualization and engagement. Finally, a contextual
concern was raised regarding limited classroom space for experiments (f = 1), which poses a barrier to
conducting hands-on activities that are essential in science teaching. This finding aligns with Rodriguez (2021),
who highlighted that many Philippine classrooms still face gaps in digital infrastructure, restricting teachers from
using simulations, videos, and applications that enhance visualization of concepts like solubility and mixture
composition.
With these challenges faced by teachers, it highlight the need for innovative, engaging, and accessible
instructional materials—such as interactive digital storybooks—that address comprehension, enhance
conceptual understanding, and overcome limitations in resources and learning environments. This is consistent
with the call for technology-supported, constructivist-based approaches in contemporary science education
(Doolittle & Hicks, 2003; Mishra & Koehler, 2006).
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Figure 1. Key Informants Familiarity with Interactive Digital Storybooks
The results reveal varied levels of familiarity among respondents regarding Interactive Digital Storybooks (IDS).
Specifically, two respondents reported being familiar with IDS, while two admitted no familiarity. Meanwhile,
one respondent indicated partial knowledge (“somehow”), and another noted minimal familiarity (“not so”). This
indicates that while a portion of the group is aware of IDS, a majority remain either unfamiliar or only
superficially knowledgeable.
This finding reflects the broader challenge of integrating digital innovations in classroom settings. According to
Neumann (2018), many teachers and learners are still in the early stages of exposure to digital storybooks, which
can hinder their effective utilization in educational contexts. Similarly, Ihmeideh (2014) emphasized that
teachers’ limited awareness and training in using digital storybooks often restricts their adoption in science and
literacy classrooms. The mixed responses suggest that professional development and targeted training are
necessary to bridge this gap.
Moreover, research highlights that familiarity with IDS directly influences their perceived usefulness and
integration in teaching (Korat & Shamir, 2012). Teachers who are more knowledgeable are more likely to use
IDS as an engaging instructional tool, while those with limited awareness may underutilize or overlook its
potential. In the Philippine context, where digital tools are increasingly seen as essential for 21st-century
education, building teachers’ awareness and confidence in IDS becomes crucial (Estrella, 2021).
Table 5 Summary of the Responses of the Key Informants on their View of Interactive Digital Storybook
Themes
Codes
Mentions
Utterances
Digital Adaptation
of Traditional
Storybooks
Digital version of
printed storybooks
2
K4: is an interactive and engaging electronic version of
a traditional storybook. It leverages technology to
enhance the reading experience, going beyond simply
presenting text and illustrations."
K5: An Interactive Digital Storybook is a digital version
of a traditional storybook that engages readers through
multimedia elements such as animations, sounds, videos,
and interactive features.
Engagement and
Interactivity
Interactive and
engaging features
3
K1: As the name suggests, storybook that is digitally
constructed to make activities more engaging.
K2: an app where the k-learner can manipulate.
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K3: I think it is a digital story that allows learners to
click, listen, and interact with the content, making
reading more engaging and fun.
Uncertainty of
Definition
Incomplete
understanding
1
K6: Maybe
Table 5 presents responses of the key informants view an Interactive Digital Storybook (IDS) as a
technologically enhanced version of traditional storybooks, incorporating features such as animations, sounds,
videos, and interactive activities to promote engagement (K4, K5). This is consistent with previous research
defining IDS as multimedia-based educational resources that enrich learners’ reading experiences and foster
comprehension (Shahid et al., 2022; Sung & Wu, 2022).
K1, K2, and K3 highlighted the interactive and participatory role of learners, reflecting constructivist
perspectives where learners actively engage with the material by manipulating and exploring digital content.
Literature supports that IDS enhances learner motivation and encourages active learning through interactivity
(Fang et al., 2023).
However, one response (K6) reveals uncertainty or lack of familiarity with IDS, suggesting that not all teachers
share the same conceptual understanding. This highlights the need for professional development and training to
ensure that educators are fully equipped to integrate IDS in science instruction effectively.
Figure 2. Key Informants Attendance in Seminars/ Webinars on Interactive Digital Storybook
The results indicate that none of the respondents (0) have attended seminars or webinars related to Interactive
Digital Storybooks (IDS), while all six reported no prior participation. This finding suggests a complete lack of
formal training or professional development opportunities in this area among the respondents.
Lack of exposure is consistent with studies highlighting the limited professional development programs focusing
on digital pedagogy in the Philippine education system (Espino-Díaz et al., 2020). Teachers’ lack of participation
in training directly impacts their capacity to adopt innovative teaching tools such as IDS. According to Tondeur
et al. (2016), structured training and professional development are critical in helping teachers integrate digital
resources into their teaching practices. Without such opportunities, many educators remain hesitant or
underprepared to utilize technology-enhanced instructional strategies.
Furthermore, the lack of professional development in IDS may also contribute to the earlier finding that only a
minority of respondents are familiar with IDS. As emphasized by UNESCO (2019), continuous professional
learning is essential to equip teachers with digital competencies, particularly in integrating interactive storybooks
that support both scientific understanding and literacy. This suggests an urgent need for schools and educational
institutions in the Philippines, particularly in Mindanao, to design and implement seminars or training programs
that strengthen teachers’ knowledge and confidence in using IDS as part of 21st-century science instruction.
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Table 6 Summary of the Key Informants Responses on the Usefulness of Interactive Digital Storybook (IDS) in
Teaching Mixtures and Their Characteristics
Themes
Codes
Mentions
Utterances
Accessibility
and
Contextual
Learning
Limited
access to real-
life materials
1
K3, K4, K5: Yes, I believe an Interactive Digital Storybook (IDS) is
useful in teaching Mixtures and Their Characteristics, considering
our school is in a hinterland area. Our learners have limited access to
real-life science materials, so using a digital storybook with visuals
and interactive features can help them understand abstract concepts
better. I believe it will make the lesson more engaging and accessible,
especially when hands-on activities are not always possible.
Engagement
and
Motivation
Interactive
and enjoyable
learning
1
K3: Yes, The interactive elements—such as animations, sounds, and
clickable features—capture students' attention and make learning
more enjoyable. This increased engagement can lead to better
understanding and retention of concepts.
Uncertainty
of Definition
Incomplete
understanding
1
K6: Maybe
Table 6 presents the key informants’ responses on the usefulness of interactive digital storybook (IDS) in
teaching mixtures and their characteristics which reveals that all six respondents agreed that an Interactive Digital
Storybook (IDS) is useful in teaching Mixtures and Their Characteristics. However, two respondents (K1 and
K2) simply answered “Yes” without providing specific reasons, suggesting a general acceptance of IDS as a
potentially beneficial tool even without deep reflection on its pedagogical role.
Among those who provided explanations (K3, K4, K5), three key themes emerged: accessibility and contextual
learning, engagement and motivation, and conceptual understanding.
First theme, IDS was viewed as an important tool for accessibility and contextualized learning. For instance, K3
emphasized that their school is located in a hinterland area where learners have limited access to real-life science
materials. This highlights how IDS can serve as a substitute for scarce laboratory resources, enabling students to
visualize and understand abstract concepts despite environmental and logistical constraints. This finding aligns
with Nguyen et al. (2021), who noted that digital resources enhance science learning in resource-limited settings,
and Alkahtani (2017), who stressed the role of technology in bridging gaps where hands-on experiments are not
always possible.
Second theme, engagement and motivation was strongly emphasized by K3, who noted that interactive features
such as animations, sounds, and clickable tasks make learning more enjoyable and interesting. This supports the
claim of Korat and Shamir (2012) and Verhallen et al. (2006) that multimedia storybooks promote active
participation and sustain attention, which in turn improve comprehension and retention. Furthermore, Talan
(2021) found that digital story-based teaching enhances attitudes and motivation in science classrooms,
reinforcing the perception that IDS can increase students’ willingness to learn.
Third theme, IDS was recognized as a tool for improving conceptual understanding. Both K3, K4, and K5
suggested that IDS helps learners better grasp complex and abstract scientific concepts. This is consistent with
Rafiq and Hashim (2018), who argue that interactive storytelling enhances comprehension by combining
narrative and multimedia features, and Iskandar and Rizal (2020), who highlight that stories contextualize
knowledge and make science learning more meaningful.
The data suggest that while teachers generally perceive IDS as useful, the strength of their reasoning varies.
Those who provided detailed explanations highlighted its role in addressing resource gaps, engaging learners,
and deepening conceptual understanding. These findings underscore the potential of IDS as both a pedagogical
aid and an equity tool in science education, particularly in marginalized and resource-constrained schools in the
Philippines.
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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CONCLUSION
The findings of this study revealed a strong need for the development of an Interactive Digital Storybook (IDS)
as a supplementary tool for teaching Mixtures and Their Characteristics in Grade 6 Science. Teachers identified
that learners struggle most with describing and distinguishing between homogeneous and heterogeneous
mixtures, primarily due to the abstract nature of the concepts, lack of visual and hands-on learning opportunities,
and persistent misconceptions. The results further showed that while teachers employ a blend of traditional,
interactive, and digital strategies, the scarcity of engaging and contextualized instructional materials continues
to hinder conceptual understanding and learner motivation.
The study also found that teachers possess limited familiarity and training in the use of interactive digital
storybooks, underscoring a gap in professional development programs on digital pedagogy. Despite this,
respondents expressed a positive perception of IDS, recognizing its potential to enhance learner engagement,
conceptual understanding, and accessibility—especially in resource-constrained environments. These insights
affirm the importance of integrating technology-supported, constructivist-based learning tools to address both
literacy and content learning challenges in science education.
Overall, the needs analysis underscores the urgent call to design and develop an Interactive Digital Storybook
(IDS) that aligns with the Department of Education’s learning competencies, supports visualization of abstract
concepts, and promotes inclusive, engaging, and literacy-enhancing instruction. The findings serve as a
foundational basis for the subsequent phases of the 4D Model—Design, Develop, and Disseminate—in the
creation of the IDS. Furthermore, the results highlight the necessity of providing continuous teacher training and
institutional support to ensure the effective integration of digital innovations into classroom instruction,
advancing the goals of quality and equitable science education.
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