Abstract

This study evaluated the Skin Stack Model as an instructional aid for helping Grade 6 learners identify the layers of the skin. It sought to determine whether the model could provide an engaging and visually accessible learning experience while supporting curriculum objectives and learners’ understanding of skin anatomy. The researchers used a quasi-experimental design involving two hundred sixteen (216) Grade 6 learners from Tandang Sora Elementary School who were selected through simple random sampling. Learners completed a pretest before using the model and a posttest after the intervention. The two assessments were compared to determine changes in their knowledge and ability to identify the layers of the skin. The results indicated a significant improvement in Grade 6 learners’ ability to identify and explain the layers of the skin after using the Skin Stack Model. Learners also demonstrated engagement and participation during its use. The findings support the model’s relevance as a supplementary visual resource. The Skin Stack Model may be considered a supplementary instructional tool for elementary science. Its content and design should remain relevant, inclusive, engaging, and scientifically accurate. Further research is recommended to examine its long-term use and application in other grade levels. Overall, the findings suggest that 3D models and other creative approaches can make science concepts more understandable and engaging for learners.