TIERED INSTRUCTIONAL MODEL: ITS EFFECTS ON STUDENTS’ ACADEMIC

ACHIEVEMENT AND MOTIVATION OF GRADE 11 STEM CHEMISTRY

YBUR CLIEVE OLSEN B. DAHILOG

A THESIS PROPOSAL SUBMITTED TO THE FACULTY OF THE SCIENCE

EDUCATION DEPARTMENT COLLEGE OF EDUCATION CENTRAL
MINDANAO UNIVERSITY IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE COURSE
EDUC 299 (GRADUATE SEMINAR)

MAY 2021
 TABLE OF CONTENTS
PAGE
INTRODUCTION
Background of the study 1
Statement of the Problem 3
Objectives of the Study 3
Significance of the Study 4
Scope and Limitation of the Study 6
Definition of Terms 6

THEORETICAL FRAMEWORK
Review of Related Literature and Studies 8
Conceptual Framework 19
Research Paradigm 20
Hypothesis of the study 21

METHODOLOGY
Research Design 22
Participants of the Study 22
Locale of the Study 23
Research Instruments 24
Data Gathering Procedure 26
Statistical Data Analysis 26

REFERENCES
 LIST OF FIGURES

FIGURE PAGE
1. Model Showing the Research Paradigm 20
2. Interpretation Scale for the Achievement Scores of Participants 25
3. Students’ Motivation Interpretation Scale 26
 INTRODUCTION

Background of the Study

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

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.

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. Poor 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

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

differences must be taken into account because each individual is unique.

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Teaching chemistry with the aid of tiered instruction model, 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 model 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

model is applied

This study could provide related information that would inspire teachers,

specially science teachers and education students to use tiered instruction. This is
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very practical and suitable to different types of learners. This could also inspire or

move the students to be more innovative that could raise the quality of education.

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.

Specifically, this seeks to answers to the following questions:

1. What is the level of students’ academic achievement as exposed to Tiered

Instruction model and non-tiered instruction model?

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

model and non-tiered instruction model?

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

exposed to tiered instruction model and non-exposed to tiered instruction

model?

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 model and non-exposed to Tiered Instruction Model.

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2. Identify the motivation of students as exposed to Tiered Instruction Model

and non-exposed to Tiered Instruction Model.

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

achievement exposed to Tiered Instruction Model and non-exposed to

Tiered Instruction Model.

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

exposed to Tiered Instruction Model and non-exposed to Tiered Instruction

Model.

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 model

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
 5

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 model 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.

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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 Model 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 model 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
 7

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

learners according to their learning styles.

Motivation is 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,

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THEORETICAL FRAMEWORK

Review of Related Literature and Studies

This chapter presents the related literature from previous studies, the

conceptual framework, research paradigm, and hypothesis of the study.

This study is based on Gardner’s multiple intelligences theory wherein he

cited that everyone is genius in their own fields. The 21 st century has been so much

of a challenge to teachers as diversity in intelligences has been recognized after the

advent of multiple intelligences theory, the focal point of education shifted from being

teacher centered to learner centered. Answering to this call came out the

differentiation in instruction to address individuals’ learning needs. “As schools

continue to embrace a philosophy of inclusion, teachers are challenged to meet the

diversity of learning needs that exist within a classroom. Many of us are familiar

with three general categories in which people learn: visual learners, auditory

learners, and kinesthetic learners. Beyond these three general categories, many

theories of and approaches toward human potential have been developed.

Gardner asserts that people who have an affinity toward one of the

intelligences do so in concert with the other intelligences as “they develop skills and

solve problems” In summary, integrate educational theories, teaching strategies, and

other pedagogic tools in meaningful and useful ways to better address the needs of

students. Gardner himself asserts that educators should not follow one specific

theory or educational innovation when designing instruction but instead employ

customized goals and values appropriate to their teaching and student needs.

Addressing the multiple intelligences and potential of students can help instructors

personalize their instruction and methods of assessment which later called as

differentiated instruction.
 9

Differentiated instruction has gained so much popularity in the stage of

education catering the needs of 21 st century learners equipping them with 21 st

century skills (businessballs.com, 2009). This was thoroughly discussed by

Henderson, (2009) when he cited that before teachers can begin to think about

differentiating their inclusive classroom, they need to be able to see past the

uniqueness of the children in their classrooms. Inclusion efforts to meet diverse

needs have challenged educators to modify curriculum and differentiate classroom

instruction. Inclusion reflects the global initiative toward equity for students with

disabilities. In order to meet the diverse needs of learners, a paradigm shift of

thinking is needed to provide appropriate curriculum while modifying and adjusting

the curriculum. Hart (1996) maintained that this type of innovative thinking on the

part of the classroom teacher is a prerequisite to making inclusion work. “Many

teachers are choosing to respond to these challenges by differentiating instruction”

Henderson (2009). Although differentiated instruction is not a new concept, it has

recently become mainstreamed to meet the diverse needs of all students within an

inclusive classroom. It offers teachers an approach to developing classroom routines

that will address rather than ignore the variance that exists among students while

maintaining high standards for all Tomlinson & Cooper (2006). Differentiating

instruction is a comprehensive approach to teaching. It

The above findings are reinforced by Purcell, Burns, Tomlinson, Imbeau, &

Martine (2003) when they cited that Differentiating instruction based on student need

is nothing new. This was the strategy, although perhaps not named as such,

employed in the one-room schoolhouse of yesteryear. More recently, differentiated

curriculum and instruction occur in the education of the gifted. The need to address

the heterogeneous mix found in today’s classroom can be met by employing

 10

differentiation instruction (DI) strategies. Tomlinson (2004), among others, believes

that the nation’s advanced students “need only to show up” on the day of the test to

do well, thereby teaching them that effort is not a requirement for success.

Unfortunately, this corresponds to the trend of “mainstreaming,” where special

learning needs (on both sides of the spectrum) are no longer met in special

environments, but are the responsibility of the classroom teacher. Therefore,

segregation and homogeneity are not the answer to leave up students’

achievements which was clearly contended by Tomlinson and George (2004) argue

that if advanced students are removed from the classroom to have their learning

needs met, the remaining students will have lower expectations.

On Differentiated Instruction

Differentiated instruction is an organized, yet flexible way of proactively

adjusting teaching and learning, to meet students where they are, and help all

students achieve maximum growth as learners (Tomlinson, 1999). He added that,

the essential elements for successful differentiation include specific classroom

management techniques, addressing the special needs of a differentiated classroom,

planned use of anchoring activities, and flexible use of time, space, and student

groups. In a differentiated classroom, the management plan must include rules for

working in a variety of configurations for a teacher can only work with one group or

an individual at a time.

Schlechty (1997) stated that the appropriate question in today’s diverse

classroom is NOT “how can I motivate students?” rather it is “what motivates this

particular student and how do I design work which is responsive to these

motivations?” As a committed teacher who aspires to carry out a realistic and

 11

meaningful learning of students, he has to know first who his students are and how

they prefer to learn. These can help a teacher where and how to start.

instructional materials, learning guides or activities made or prepared will suit

to the needs and learning styles of the students, so that students can have a

meaningful experience. Teachers must have to update themselves through different

sources such as surfing in the internet or attend seminars and trainings for the new

innovations or approaches. It is on this premise that the researcher was given an

idea or insights to study on the effects of a certain differentiated strategy known as

tiered instruction, an approach in teaching and learning chemistry.

Instruction may be differentiated in content/input, process/sense-making, or

product/output according to the students’ readiness, interest, or learning style.

Differentiation means, giving students multiple options for taking in information.

Process activities help students practice or make sense out of the content,

while product refers to the outcome of the lesson or unit, such as a test, project, or

paper. Readiness refers to prior knowledge and a student’s current skill and

proficiency with the material presented in the lesson. A student’s interest may be

assessed with an interest inventory for the particular topic being studied or by an

individual conversation with the student.

On the other hand, Robb, (2003) claimed that differentiated instruction as a

way to reach students with different learning styles, different abilities to absorb new

information and different way of expressing what they have learned. It is a way of

teaching and not a program or a package of worksheets. It asks teachers to know

their students well so they can provide each one with experiences and tasks that will

improve learning.
 12

Willoughby (2005) mentioned that no two students enter a classroom with

identical abilities, experiences, and needs. Learning style, language proficiency,

background knowledge, readiness to learn, and other factors can vary widely within

a single class group.

At the heart of differentiated instruction (DI) is the belief that all students learn

differently, so they must be given different learning opportunities Tomlinson (2001).

DI is more of a philosophy of teaching than it is a teaching strategy Wormeli (2007).

Differentiated instruction requires teachers to incorporate good teaching strategies in

novel or meaningful combinations to fit students‟ diverse learning needs Wormeli

(2007). Teachers who employ differentiated instruction share common beliefs about

student diversity and how to rise to the challenge of educating a diverse classroom

Tomlinson & Imbeau ( 2010). One belief that teachers share is that hard work should

lead to success, not that the two are independent of each other. Differentiated

instruction is the modification of content (material), process (learning activities), or

products (assessment) of learning based on students interests, readiness, and

learner profiles Pierce & Adams, (2005). The goal of differentiated instruction is to

take all students from their current knowledge and understandings and provide

opportunities that allow for maximum learning, such as those that increase depth of

understanding and those that increase the efficiency of learning. Differentiation is the

most helpful tool in addressing the rising discrepancy in students’ needs and

individual capacities. It is best suited for 21 st century learners in diversity.

Differentiated instruction is an organized, yet flexible way of proactively

adjusting teaching and learning to meet kids where they are and help them achieve

maximum growth as learners Tomlinson, (2007). Differentiated instruction is a way of

thinking about the classroom with dual goals, honoring each student’s learning
 13

needs, and maximizing each student’s learning capacity Tomlinson, (1999). It

enables the successful inclusion of all students, including the disabled, in inclusive

classrooms Broderick, Mehta-Parekh, & Reid, (2005). Differentiated instruction is an

innovative way of thinking about teaching and learning. Current research shows that

student academic needs are more readily met in a classroom where teachers are

differentiating instruction Tomlinson, (2009). Tomlinson (2003) stated: Differentiated

instruction focuses on whom we teach, where we teach, and how we teach. Its

principle focus is to meet the academic needs of all learners in the classroom. It is

more of an instructional design model than a curriculum model. Differentiated

instruction is based on the premise that instructional approaches should vary and be

adapted in relationship to individual and diverse students in classrooms Hall,

Strangman, & Meyer, (2003). When students are diverse, teachers can either "teach

to the middle" and hope for the best, or they can face the challenge of diversifying

their instruction van Garderen & Whittaker, (2006). The one-size-fits all model of

instruction cannot reach all students in an inclusive classroom. That is why it has

become more important than ever for teachers to differentiate instruction to meet the

individual learning needs of each student. Some students are not successful in

school because there is a disconnection between how students learn and how they

are taught Association for Supervision and Curriculum Development ( 2002).

“Differentiated instruction means changing the pace, level, or kind of

instruction you provide in response to individual learners’ needs, styles, or interest”

Heacox, (2002). Because students enter classrooms with different abilities, learning

styles, and personalities, teachers must differentiate their instruction in order to give

each child equal and appropriate education Tomlinson (2005). By adapting the

lesson that is taught (content), encouraging critical thinking (process), and providing
 14

a variety of opportunities for students to demonstrate what they have learned

(product), more students, including students with learning disabilities, will have the

chance to achieve academic success in inclusive classroom Lewis & Bates, 2005;

Smutny (2003). Differentiated instruction properly implies the development of

classrooms in which students sometimes exercise varied learning options, work at

different paces, and are assessed with a variety of indicators appropriate to their

interests and needs Tomlinson, (2003). “Systematically varying the content, product,

and teaching-learning process to provide ‘best fit’ to match student readiness,

interest, and learning profile is what makes ordinary teaching truly inclusive.”

Henderson, (2009) While differentiated instruction is a common-sense approach that

builds on the use of research based instructional strategies Tomlinson, 2000;

Westberg & Archambault, (1995), it is not yet common practice among educators

Archambault et al., Westberg, Archambault, Dobyns, & Salvin, 2003). Differentiated

instruction requires purposeful planning by the teacher to account for the variance

among the needs, interest, and abilities of the students beyond the regular

modifications Tomlinson & Eidson, (2003). However, many school districts have not

properly trained their teachers on differentiating instruction, and as a result, many

inclusive classrooms are not being differentiated. Current research shows that most

teachers understand the importance of differentiated instruction, but the majority of

classroom teachers do not differentiate instruction for academic diversity (Gable,

Hendrickson, Tonelson, & Van Acker, 2000; Guild, 2001; Westberg & Daoust, 2003).

Teachers’ today struggle to meet the needs of many students who have individual

needs (Pettig, 2000).

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On Tiered Instruction

A variety of instructional approaches includes compacting, learning contracts,

cubing, tiering, and all others, are used to differentiate instruction.

Tomlinson and McTighe (1999) maintained that tiering is a readiness based

instructional approach in which all students work with the same essential knowledge,

understanding and skill, but at different levels of difficulty based on their current

proficiency with the idea and skills. It enables a student to work both with critical

content and at appropriate challenge level. Tiering asks teachers to adjust class

experiences to meet students where they are so that they can complete meaningful

task that move them forward. Some students will write a paragraph in response to

the task given while others may create performance or art projects to show what

they’ve learned.

In tiered lessons, students work in teacher assigned groups according to the

chosen tiering strategy, such as grouping students by their current level of

understanding for the topic, or according to their learning style preferences as visual,

auditory, tactile or kinesthetic. These stated ideas build a strong support to the

present study, that as a versatile teacher activity inside the classroom must be

student-centered which allows students to learn according to their learning style

preferences.

According to Kingore (2004), instruction blends assessment and instruction.

Before initiating each segment of learning, the teacher completes a pre-assessment

to determine what students know and then prescribes content materials and learning

experiences that promote continued learning for each student. As teachers consider

students' assessed readiness levels, it becomes obvious that everyone is not at the
 16

same place in their learning and that different tiered tasks are needed to optimize

every student's classroom experience.

On Students’ Motivation

Motivation plays a very important in the achievement of the learners, for it

affect learners’ behavior. A positive or favorable motivation towards the subject

helped students become better and improves academic achievement and

achievement while a negative motivation is linked to a less motivated behavior.

Furthermore, the need for conducting studies related to motivation, was undertaken

for two main reasons; namely the motivations feasible power to predict future

behaviors like subject and career preferences of students and the correlation existing

between motivation and academic achievement.

What someone learns, is greatly influenced and organized by emotions. The

emotional impact of a lesson or a real-life experience will have a huge bearing on our

feelings or motivation towards learning. As a fundamental rule, the learning

environment must be characterized by mutual respect and acceptance.

Likewise, the study of Ortiz (1998), investigated on how students’ perceptions

of their chemistry laboratory environment influenced their motivation toward

laboratory work. Findings showed that high school chemistry students had high

perceptions of their science laboratory environment in terms of student

cohesiveness, rule clarity, material environment and integration. The findings of the

study corroborate with the previous studies which posited that motivation toward

laboratory work is influenced by the science laboratory environment.

The present study is similar to the study of Ortiz (1998) who investigated also

the motivation of science students. However, it only focuses on students’ enjoyment,

 17

beliefs, how they valued the topics and on motivation in learning chemistry using

tiered instruction as an approach.

Moreover, similar findings by Collins (2013) which claimed in her study on

teaching chemistry concepts using differentiated instruction via tiered labs and

activity menus that gain in conceptual understanding and student motivation were

documented. These findings indicated that allowing choices and levelling of skills to

achieve the same conceptual understanding promoted student enjoyment and

motivation in learning. The study of Collins is somewhat parallel to the present study

since it will be also investigating motivations of students after teaching with tiered

instruction wherein, they were given choices or options on how to learn the subject.

Likewise, the study of Barroso (2014) investigated the relationship between

motivation and strategies in learning chemistry of freshmen college students. She

used correlation research design, and likert scale motivated strategies for learning

questionnaire adopted from Lin and Lin (2010). Findings revealed that there was a

high statistical relationship between motivation and strategies in learning chemistry

of the freshmen college students, therefore students’ motivation influence their

strategies in learning chemistry.

The different studies and reviewed literature on differentiation, tiered

instruction, learning styles and motivation provided the researcher ideas and a wider

view on how to pursue, realized and finished the present study. It gave the

researcher an idea how students were dealt in a classroom who were mixtures of

differently unique individuals waiting for someone to take care and facilitate their

learning.

Teachers of today are challenged to create an environment for learning that is

interesting. Each learner has the capability to achieve academically. Teachers are
 18

faced with a vast of responsibilities. They were not only there to meet different kinds

of students with different ways or styles of learning such as visual, auditory and

tactile or kinesthetic. But teachers have to drive them beyond their comfort zones to

become dynamic and successful learners.

The researcher thought of a significant way of aiming an increase and

improvement in students’ self- efficacy for academic learning. Something that could

hopefully enhanced students’ intrinsic motivation and promotes self-directed learning

behaviors. Such investigated strategy would provide respectful work or activities for

all of these diverse students.

This research could introduce a way for the teachers to modify and improve

teaching skills and styles in delivering the lesson. Educators claimed, tiered

instructional approach makes teaching efficient. It is a method that accommodates

and matches activities with the students’ learning styles, where learners vary in their

ways, motivation and modes of acquiring knowledge. In an attempt to reach all

learners, tiered instructional approach looks to be viable and optimistic option for

teachers.

It is hoped that in assessing students learning style, a teacher can

differentiate instruction using tiered instructional approach. This is to maximize the

learning outcome of the students such as greater likelihood in learning and

enhanced achievement, greater understanding of students and their learning needs.

 19

Conceptual Framework

Vygotsky’s general theory of cognitive development, was used as a

framework for this investigation, as it has implications for teaching and learning in

contemporary times. The areas of social interaction, engagement between teacher

and student, physical space and arrangement, meaningful instruction, scaffolding,

student ability and powerful content all become elements to consider within the

context of contemporary education. With its emphasis on social interaction,

Vygotsky’s theory sees the student-teacher relationship as collaborative, with the

learning experience becoming reciprocal. The instructional environment, including

the physical arrangement of furniture would be so structured to promote interaction

Tiered instruction facilitates concept learning, building on skills and prior

knowledge through the use of flexible grouping (Rogers, 1993). The tiering of

lessons allows required skills to be gained at a learning rate better matched to the

students’ instructional level. Tiered instruction is based on the existing skills and

knowledge of the learners. Learner placement within a tiered level is based on a

preassessment (formative assessment) score that measures the learners’

background knowledge and the level of the required skills for the content application.

Tiering supports learners with low skills and minimal prior knowledge in gaining

meaningful academic growth. It provides learners with high skills and above-average

background knowledge the opportunity to go beyond the basics and add depth,

complexity, and universal connections to the content.

Tiering of instruction can be based on content, process, and product. Tiering

is the use of the same curriculum material for all learners, but adjusted for depth of
 20

content, the learning activity process, and/or the type of product developed by the

student. For example, all of the learners work on the same topic, utilizing their

acquired skills with adjustments for depth of content. A facilitated discussion at the

end of each activity or inquiry reintegrates the learning. This allows all learners to

contribute to the class understanding of the scope of the topic. For the gifted learners

in a classroom, the contributions by learners with lower skills and background

knowledge in class discussions aid in making connections, lead to alternative

solution methods, and provide different perspectives. Some researchers consider

interests or learning styles as components in designing tiered instruction

RESEARCH PARADIGM

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Tiered Instruction Model

Students’ Academic Achievement
in Chemistry subject

INDEPENDENT VARIABLE Students’

Motivation towards

Chemistry
Non-Tiered Instruction Model

Post-test

Figure 1. Model Showing the Research Paradigm

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Hypothesis of the Study

The following are the formulated hypothesis of the study which will be tested

at 5% probability level:

1. There is no significant difference on the students’ academic achievement

as exposed to Tiered Instruction Model and non-exposed to Tiered

Instruction Model?

2. There is no significant difference on students’ motivation as exposed to

Tiered Instruction Model and non-exposed to Tiered Instruction Model?

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METHODOLOGY

This chapter presents the methods and procedure in the study. It describes

the Research Design, Participants of the Study, Locale of the Study, Research

Instruments, Data Gathering Procedure, and Statistical Techniques

Research Design

The study will use quasi- experimental single group time series research

design. This will be used to investigate the Tiered Instructional Model: Its Effects on

Students’ Academic Achievement and Motivation of Grade 11 Stem Students in

Chemistry. The quasi- experimental single group time series research design

involved repeated measurement of only one intact group which does not involve

random selection of participants.

One group is the experimental and the other one will be controlled group. The

experimental group will be exposed to Tiered Instructional Model while the controlled

will not be exposed to Tiered Instructional Model and both are subjected to post-test

afterwards.

Participants of the Study

 23

The participants of the study will be the 60 Grade 11 STEM students in the K-

12 curriculum for the school year 2021-2022 of Bukidnon National High School main

campus. These were the students who were struggling in their performance in

chemistry during the grading period.

Locale of the Study

The study will be conducted in Bukidnon National High, Malaybalay City

Division, Malaybalay City, Bukidnon. It is located at Fortich St., Malaybalay City, and

a cool city with warm people.

Bukidnon National High School was formerly named Bukidnon High School

which was later renamed Bukidnon Provincial High School in accordance with the

Republic Act 2301. The school is situated along the busy street of the Sayre

Highway known as Fortich Street, making it accessible to any form of land

transportation. A towering three-story building is a distinct landmark as one

approaches the school campus. It was established on July 1941. On July 22, 1948,

the Provincial Board approved a resolution appropriating an amount for the

procurement of the present school site with an aggregate area of 12.035 hectares.

Bukidnon National High School, a leader school in the Division of Bukidnon

serve not only the youth of the Malaybalay but also students who hail from other

places. In its portals are students representing a cross-section of society regardless

of their ethnic background, religious belief and economic status. It is acclaimed of

producing graduates who are already now serving in the government and in private

sectors holding prominent positions in their respective offices.

The opening of annex schools serving in different barangays had helped

decongest the densely populated classroom of the main school. Just recently, four of
 24

these annex schools were already nationalized high schools namely: BNHS Annex

Kalasungay into Kalasungay National High School, BNHS Annex Aglayan into

Malaybalay City National Science High School, BNHS Annex San Jose into

Malaybalay City National High School and BNHS Annex Casisang into Casisang

National High School. This initiative was fully supported by the DepEd, local

Government unit of the City and the Provincial government.

The school is one of the identified sciences and technology-oriented school offering

Special Science Curriculum under Engineering and Science Education project

(ESEP). This curriculum aimed to prepare the students who were inclined to undergo

higher mathematics and science courses once they proceed to college.

It further aimed to have quality science education which will produce students

who can demonstrate understanding of science concepts, critical and creative

thinking skills and love or appreciation for science and everyday life.

Research Instruments

In this study, two research instruments will be use: the researcher–made

achievement test, and the modified adopted motivation scale checklist from (Deci

and Ryan 1985).

Achievement Test

Achievement test will be a researcher- made test based on the three topics

selected in chemistry. It is a 30-item test which will be evaluated by the panel of

experts for the content validity. Mean scores of the participants in a 30- item multiple

choice achievement test will be computed for all group of learners. The 30-point

scores will be given an equivalent percentage following the formula; score divided by

30 times 100. In interpreting the mean scores of the students, DepEd Order No. 8 s.
 25

2015 of the K-12 Basic Curriculum will be adopted. The interpretation scale

determines the overall result of the achievement level of the students. The ranges of

scores used, numerical equivalent, academic achievement and its qualifying

statements will be prepared as a basis.

Fig. 2, Interpretation Scale for the Achievement Scores of Participants

Range Numerical Descriptive
of Values rating Qualitative Interpretation
Scores
27-30 90% above Exemplary Outstanding (O)

26 85– 89% Above Average Very Satisfactory (VS)

24-25 80- 84% Average Satisfactory (S)

23 75-79 % Below Average Fairly Satisfactory (FS)

22 & 74& below Deficient Did not meet Expectation (DNME)

below
(SOURCE: DepEd Order No. 8, s. 2015)

Motivation Scale

A five-point rating motivation scale adopted from Deci and Ryan (1985) will

be modified, tried out and validated before the final data gathering. It has 4

statements as indicators to assess students’ perceptions about the topic chemistry in

terms of enjoyment, beliefs, interest and motivation, and its importance to real life

situation.

The scoring procedure adopted Likert’s Five-point Scale where 5 will be given

as a rate when the student Strongly Agree (SA), 4 for those who Agree (A), 3 for

those who are Uncertain or undecided (U), 2 for those who Disagree (D) and 1 for

those who Strongly Disagree (SD). Students’ motivation will be described using the

following motivation scale interpretations or qualifying statements.

 26

Fig. 3, Students’ Motivation Interpretation Scale

Scale Score range Response Qualifying Statement

5 4.20-5.00 SA Very Motivated towards Chemistry

4 3.40-4.19 A Favorably Motivated towards

Chemistry

3 2.60-3.39 U Neither Favorably nor non-favorably

Motivated towards Chemistry

2 1.80-2.59 D Non-favorably Motivated towards

Chemistry

1 1.00-1.79 SD Strongly non-favorably Motivated

towards Chemistry

Data Gathering Procedure

Development of the Lessons

Two intact class of Grade 11 will be handled by the researcher himself. It

follows the original schedule in their science subject for the whole grading period. At

first a pretest will be conducted before instruction started. This will be done to

establish a baseline data which will compare to the post-test that will be given at the

end of the sessions. A tiered instructional approach will be use in teaching the

lesson. All results will be gathered and recorded by the researcher himself,

Statistical Data Analysis

 27

To answer problem 1, the pre-test and post test scores will be analyze using

mean and standard deviation. An analysis of covariance (ACNOVA) will also use to

determine if there is a significant difference between the pre-test/post-test

achievement between two groups.

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(1999). Motivation and Creativity. In R.J. Sternberg, Handbook of Creativity.

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Deci and Ryan. (1985). Self-Determination Theory: A View from the Hierarchical

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