INTRODUCTION

Background of the Study

Students enter a classroom with different abilities, experiences, needs, learning

style, language proficiency, background knowledge, and readiness to learn and other

factors can vary widely with a single class group. Chemistry curricula commonly

incorporate many abstract topics, which are central to further learning in both chemistry

and other sciences. One of difficult concept that student’s experiences in learning

chemistry is on chemical bonding because it involves variety of abstract natures. It is

one of the fundamental concepts in chemistry but it is difficult subject for students to

comprehend such as topics Thermodynamics is difficult topic

This difficulty could be observed during experimental activities in laboratories.

The effect of conducting experimental activities and teaching and learning methods

used by teachers in developing positive attitude in learning chemistry is also a great

challenge for the teachers. Low laboratory practices and lack of teaching strategy

applied in chemistry class are the leading causes that bring a negative impact on

academic achievements in chemistry.

Tiered instruction is a readiness based instructional approach which can be

introduced in the laboratory in Chemistry. All students work with the same essential

ideas, knowledge, understanding, and use of the same key skills, but at different levels

of difficulty, based on their current proficiency and learning styles. It is a differentiated

approach or a way of reaching diverse students to absorb information and different

ways of expressing what they have learned (Tomlinson 1999).

 Teachers can structure a learning environment that can address a variety of

learning styles, interests, and abilities found within the classroom. Learners’ difficulties

and individual differences must be taken into account because each individual is

unique. Teaching chemistry with the aid of tiered instruction approach, is a student-

centered approach which is an effective way for motivating students of varying modes of

learning and varying levels of proficiency. This may help to change the students’

perception that the chemistry subject is not difficult but rather fun and challenging one. It

has always been thought of by the students, that this topic is a difficult to them because

they will be engaged in a scientific problem solving and calculation tasks. Added to

these tasks is the lack of motivation, which at times could lessen their interest in

learning.

DepEd Order No. 70 series of 2012 cited that all teachers should have more time

for the preparation of necessary support instructional materials or student-centered

activities and approaches in delivering instructions. This order aimed to intensify

learning outcomes among students (Luistro, 2012).

As noted, and observed, it posed a great challenge for the science teachers to

become creative, resourceful, and innovative to improve students’ achievement. The

performance report revealed that in Grade 11 science chemistry in particular has a

mean percentage of only 37.36% (BNHS, 2019) which is very low and very far from the

DepEd requirement which is 75%.

Using a tiered instruction approach enables science teachers to provide several

learning options or different paths of learning for all students. This teaching approach

could help them take in information and make sense of the concepts and skills. At the
end of this study the researcher hopes to have a positive result on students’ academic

achievement and motivation towards Chemistry as the tiered instructional approach is

applied

Statement of the Problem

This study will examine the effects on students’ academic achievement and

motivation under Tired instruction among Grade 11 Science Chemistry of Bukidnon

National High School, Malaybalay City, for the school year 2021-2022.

Specifically, this seeks to answers to the following questions:

1. What are the students’ academic achievement as exposed to Tiered

Instruction approach and non-tiered instruction?

2. What is the motivation of students as exposed to tiered instruction approach

and non-tiered instruction?

3. Is there a significant difference on the students’ academic achievement

exposed to tiered instruction and non-tiered instruction?

4. Is there a significant difference on students’ motivation as exposed to tiered

instruction and non-tiered instructions?

Objectives of the Problem

This study will examine the effects on students’ academic achievement and

motivation under Tired instruction among Grade 11 Science Chemistry of Bukidnon

National High School, Malaybalay City, for the school year 2021-2022.
 Specifically, this aims to achieve the following objectives:

1. Determine the students’ academic achievement as exposed to Tiered

Instruction approach and non-tiered instruction.

2. Identify the motivation of students as exposed to tiered instruction approach

and non-tiered instruction.

3. Compare if there is a significant difference on the students’ academic

achievement exposed to tiered instruction and non-tiered instruction.

4. Ascertain if there is a significant difference on students’ motivation as

exposed to tiered instruction and non-tiered instructions.

Significance of the Study

This study will purposely made with the hope that it could help improve the

achievement level and motivation of Grade 11 STEM students towards chemistry,

teachers, parents, school administrators, and future action researchers.

The Grade 11 STEM students who are the ultimate beneficiaries of this study

would be provided with the right and effective teaching learning process that suits their

learning needs. This study could help them deepen and enhance their learned concepts

in Grade 11 chemistry subject. In this strategy, they would be provided with activities

that could motivate and persuade their interest in learning the lesson and improve their

academic achievement.

This study could provide teachers a clearer view and related information that

could inspire the use of tiered instruction which is very useful and suitable to different

types of learners. This also introduces a way for the teachers to modify and improve
teaching skills and strategies in delivering the lesson. Tiered instructional approach

makes teaching efficient for it is a method that accommodates and match activities with

the student’s capabilities, where learners vary in their ways, motivation and modes of

acquiring knowledge. In an attempt to reach all learners, tiered instruction looks to be

viable and optimistic option for teachers.

It is hoped that a teacher could differentiate instruction using tiered instructional

approach to maximize the learning outcome of the students. This could facilitate to

greater likelihood of student learning, improved achievement and greater

understanding.

Using tiered instruction as an approach in teaching, teachers could provide

several learning options or different paths of learning for all students in a class which

would help them take in information and make sense of the concepts and skills.

Teachers could also provide appropriate levels of challenge for all students including

those who lag behind, those who are advanced and those right in the middle.

The study would likewise benefit the parents. They would be given an idea or

information on how to motivate their children in attending classes and improving their

academic achievement. As parents, they would be able to understand and help reach

out their children’s needs and extend help to the teachers in monitoring their child’s

attendance and proficiency level.

For school administrators, the result of the study may encourage them to support

teachers’ activities and plans which would enhance teaching performance and in the

scientific literacy among students.

 For DepEd officials, the result of the study would serve as a reference in

motivating teachers to be more innovative and creative in developing lessons that could

raise students’ learning outcomes.

For teachers this study would serve as a sample to explore and develop more

tiered lessons that could not only cater to the teachings of Grade 11 chemistry, but also

on other branches of science as well.

Further the findings of the study would also provide important information to other

researchers and will be provided insights and related studies that could support the

results of their own studies in the future.

Scope and Limitation of the Study

This study will investigate the use of tiered instruction on the academic

achievement level of Grade 11 STEM students of K-12 curriculum and their motivation

towards Chemistry. This will be conducted at Bukidnon National High School main

campus for the school year 2021-2022.

This study will be limited to the use of tiered instruction in teaching chemistry,

using achievement test, and modified motivation scale adopted from Deci and Ryan

(1985). Moreover, it will be limit to the motivation of students.

Definition of Terms

The following terms are defined either theoretically or operationally as they will

be use in the study.

 Academic achievement. represents performance outcomes that indicate the

extent to which the student in chemistry can accomplished specific goals.

Chemistry. Refers to a branch of science that deals with the identification of the

substances of which matter is composed; the investigation of their properties and the

ways in which they interact, combine, and change; and the use of these processes to

form new substances.

Differentiated Instruction. is a curriculum model that provides a framework for

addressing learner variance within the context of high-quality content (Tomlinson,

1999). It focuses on whom to teach, where to teach and how to teach. In this study it

refers to an approach where a teacher uses prepared activities for different kinds of

learners according to their learning styles.

Motivation. The reason or reasons one has for acting or behaving in a particular

way.

Pre-Test. Is an advance or preliminary testing or trial, as of a new product. a test

given to determine if students are sufficiently prepared to begin a new lesson.

Proficiency. is the standard-based rating system implemented in the K-12

curriculum which is the result of student’s achievement on the various levels of

assessment. It is described on the following proficiency levels: beginning proficiency

(B), developing proficiency (D), approaching proficiency (AP), proficient (P), or

advanced proficiency (A) (DepEd ORDER No. 8, s 2015). In this study, it refers to the

academic achievement of the students based on the results of the assessment given to

them.
 Post-Test. Is a test given to students after completion of an instructional lesson in

chemistry.

Tiered Instruction. is a readiness based instructional approach in which all the

students work with the same essential knowledge, understanding and skills, but at

different levels or paths of learning based on their current proficiency it refers to an

approach where a teacher uses prepared activities tiered in the process, according to

learning styles of students as visual,