Development of Interactive Storybook for Improved Comprehension in Science

Abstract

The Philippines continues to be one of the nations with the lowest reading comprehension and science literacy scores, underscoring the critical need for innovative teaching strategies that simultaneously improve students' literacy abilities and scientific understanding. The goal of this study was to develop and evaluate an interactive storybook for the Grade 6 science lesson on mixture separation at Doña Juana Actub Lluch Memorial Central School, North II District, Division of Iligan City. The study was anchored on the Technological Pedagogical Content Knowledge (TPACK) framework, Constructivist Learning Theory, Cognitive Theory of Multimedia Learning, and Story-Based Learning. The study used a mixed-method approach that combined qualitative and quasi-experimental design. Seventy two sixth-grade students and science instructors participated in the study's preparation and assessment. A validated 30-item pretest and posttest to gauge learning progress and Learning Resources Management and Development System (LRMDS) evaluation sheets to assess the quality of materials were all used in the data collection process. The interactive storybook was developed methodically using the Successive Approximation Model (SAM), which ensured iterative design, feedback integration, and ongoing improvement. In order to improve learner engagement, comprehension, and retention, the developed material included narrative-driven information, multimedia features, interactive tasks, simulations, and audio-visual components. The results showed a statistically significant improvement between the pretest and posttest scores, indicating that the interactive storybook was successful in raising students' reading comprehension abilities, conceptual grasp of separating mixtures, and general level of learning engagement. Additionally, teachers acknowledged the material's efficacy in fostering inquiry-based learning, motivation, teamwork, and meaningful classroom engagement, while students found it interesting, relatable, and simple to comprehend. The findings imply that including interactive storybooks into scientific lessons can be an effective strategy for filling in primary students' literacy and science learning gaps.