Needs Assessment: Utilizing 7E Model in Teaching Protein Synthesis through Storybook

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.