REFERENCES

Collins, B. C. (2013). Teaching chemistry concepts using differentiated instruction via

tiered labs and activity menus. Master’s Thesis in Physical Science, Michigan
State University. April 29, 2021 at
http://adsabs.harvard.edu/abs/2013PhDT.223C Collins, M. and T. Amabile
(1999). Motivation and Creativity. In R.J. Sternberg, Handbook of Creativity.
New York: Cambridge University Press, 297-312. Retrieved April 29, 2021 at
http://ww.diffcentral.com/examples/bibliography.pdf

Deci and Ryan (1985) Self-Determination Theory: A View from the Hierarchical
Model of Intrinsic and Extrinsic Motivation. Psychological Inquiry, 11(4), 312-
318. Retrieved April 29, 2021 from http://www.jstor.org/stable/1449629

Gardner, H. (1999). Theories of Multiple Intelligences. Retrieved April 29, 2021 at

http://www.intellheory.com/garner.shtml

Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Retrieved April

29, 2021 at http://www.msdwt.k12.in.us/wp-
content/uploads/2013/03/Differentiating-Instruction-Kingore.pdf

Ortiz, C.B. (1998).The Relationship of Science Laboratory Environment with Attitude

Towards Laboratory Work Among High School Chemistry Students.

Schlechty, P., (1997). Inventing better schools: An action plan for educational reform.
Retrieved April 29, 2021 at
http://ww.diffcentral.com/examples/bibliography.pdf

Tomlinson, C. A. (1999) The Differentiated Classroom: Responding to the Needs of

the Learners. Retrieved March 17, 2017 at
http://www.montgomeryschoolsmd.org/curriculum/../TieredInstr.ppt.basic.infor
mation
Tomlinson, C., & Callahan, C. (2005). The feasibility of high-end learning in a diverse
middle school. Research Monograph RM05210. Retrieved March 12, 2017

Tomlinson, C.A. & McTighe, J. (1999). Integrating Differentiated Instruction and

Understanding by Design. Retrieved March 17, 2017 at
https://www.basicknowledge101.com/pdf/Differentiated%20instruction.pdf

Vygotsky, L., (1978). Mind and society. Cambridge, MA: Harvard University Press.
Retrieved April 29, 2021 at
http://ww.diffcentral.com/examples/bibliography.pdf

Willoughby, J. (2005) Differentiating Instruction: Meeting Students Where They Are.

Lynchburg City Schools, lynchburg, Virginia. Retrieved April 29, 2021 at
www.glencoe.com/sec/teaching today/subject/ di_meeting.phtml
 APPENDICES

Motivation Checklist Questionnaire

The following questions ask about your motivation for and attitudes about this class.
Remember there are no right or wrong answers, just answer as accurately as possible. Use
the scale below to answer the questions. If you think the statement is very true of you, circle
5; if a statement is not at all true of you, circle 1. If the statement is more or less true of you,
find the number between 1 and 5 that best describes you.

1 2 3 4 5

Strongly Disagree Undecided Agree Strongly

Disagree Agree

In a class like this, I prefer course material that really challenges me so I can learn new
things.
1. If I study in appropriate ways, then I will be able to learn the material in this course.

2. When I take a test, I think about how poorly I am doing compared with other students.

3. I think I will be able to use what I learn in this course in other courses.

4. I believe I will receive an excellent grade in this class.

5. I'm certain I can understand the most difficult material presented in the readings for this

course.

6. Getting a good grade in this class is the most satisfying thing for me right now.

7. When I take a test, I think about items on other parts of the test I can't answer.

8. It is my own fault if I don't learn the material in this course.

9. It is important for me to learn the course material in this class.

10. The most important thing for me right now is improving my overall grade point average,

so my main concern in this class is getting a good grade.

11. I'm confident I can learn the basic concepts taught in this course.

12. If I can, I want to get better grades in this class than most of the other students.

13. When I take tests, I think of the consequences of failing.

14. I'm confident I can understand the most complex material presented by the instructor in

this course.

15. In a class like this, I prefer course material that arouses my curiosity, even if it is difficult

to learn.

16. I am very interested in the content area of this course.

17. If I try hard enough, then I will understand the course material.

18. I have an uneasy, upset feeling when I take an exam.

19. I'm confident I can do an excellent job on the assignments and tests in this course.

20. I expect to do well in this class.

21. The most satisfying thing for me in this course is trying to understand the content as

thoroughly as possible.

22. I think the course material in this class is useful for me to learn.

23. When I have the opportunity in this class, I choose course assignments that I can learn

from even if they don't guarantee a good grade.

24. If I don't understand the course material, it is because I didn't try hard enough.

25. I like the subject matter of this course.

26. Understanding the subject matter of this course is very important to me.

27. I feel my heart beating fast when I take an exam.

28. I'm certain I can master the skills being taught in this class.
29. I want to do well in this class because it is important to show my ability to my family,

friends, employer, or others.

30. Considering the difficulty of this course, the teacher, and my skills, I think I will do well in

this class.

Items 5 (SA) 4 (A) 3 (U) 2 (D) 1 (SD)

 1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

PRE-TEST and POST-TEST Questionnaires

Grade 11 Chemistry PRE-TEST

Name: __________________________________ Date: ______________

Grade & Section: _________________________ Score: _____________

1. Which of these interpretations of the following balanced equation is TRUE?

2S(s) + 3O2(g) ® 2SO3(g)

a) 2 atoms of S and 3 atoms of O2 form 2 atoms of SO3

b) 2 grams of S and 3 grams of O2 form 2 grams of SO3
c) 2 moles of S and 3 moles of O2 form 2 moles of SO3
d) 2 L of S and 3 L of O2 form 2 L of SO3

2. Which type of stoichiometric calculation does not involve the gram formula mass?
a) Mass-mass problems
b) Mass-particle problems
c) Mass-volume problems
d) Volume-volume problems
3. The ratio of the actual yield to the theoretical yield is known as the
a) Excess yield
b) Reagent yield
c) Percent yield
d) Experimental yield

4. In the following balanced equation, how many moles of aluminum are needed to form
3.70 moles of aluminum oxide, Al2O3?

4Al(s) + O2(g) ® 2Al2O3(s)

a) 7.40 moles
b) 3.70 moles
c) 2.00 moles
d) 1.85 moles
5. Convert 35.0 L of nitrogen gas to moles of nitrogen gas at STP.
a) 1.56 moles
b) 0.640 moles
c) 7.84 moles
d) 22.4 moles

6. Which of the following quantities is conserved in every chemical reaction?

a) Molecules
b) Mass
c) Formula units
d) Moles

7. Which of the following is LESS soluble in hot water than in cold water?
a) CO2
b) NaCl
c) NaNO3
d) KBr

8. What can be done to crystallize a supersaturated solution?

a) Heat the solution.
b) It will crystallize if you leave it alone.
c) Add a crystal of the solute or scratch the glass.
d) Expose the solution to ultraviolet light.

9. In a concentrated solution, there is

 a) No solvent.
b) A large amount of solute.
c) A small amount of solvent.
d) No solute.
10. In which of the following is concentration expressed in percent by volume?
a) 10% (v/v)
b) 10% (m/v)
c) 10% (m/m)
d) 10%

11. Which of the following is NOT a colligative property of a solution?

a) Boiling point elevation
b) Freezing point depression
c) Vapour pressure lowering
d) Solution saturation

12. What is the maximum amount of KCl that can be dissolved into 150.0 g of water? (The
solubility of KCl is 34.0 g/100 mL at STP.) a) 51.0 g
b) 22.7 g
c) 34.0 g
d) 5.10 g

13. Which of the following pairs of substances are miscible?

a) Water and gasoline
b) Water and salt (NaCl)
c) Water and oxygen
d) Water and ethanol (alcohol)
10 g
14. At STP, the solubility of solute XY is . Which of the following solution 100 g
water
concentrations could represent an unsaturated solution of solute XY?
10 g
a)
100 g water
9g
b)
100 g water
5g
c)
 50 g water
11 g
d)
100 g water

15. Use the following two diagrams of a gas-liquid solution to help you determine which
statement below is FALSE.

A B

a) The increased pressure in diagram B illustrates an increased solubility of the gas in

the liquid.
b) The increased pressure shown in diagram B forces the gas into contact with the
liquid.
c) Diagram A shows a greater amount of gas in solution, whereby the liquid holds onto
the gas particles.
d) When the pressure is reduced in diagram A, the solubility of the dissolved gas is
reduced.

16. The solubility of a gas in a liquid

a) Increases as the pressure of the gas above the liquid increases.
b) Decreases as the pressure of the gas above the liquid increases.
b) Increases as the pressure of the gas above the liquid decreases.

d) Is unrelated to the pressure of the gas above the liquid.

17. Which type of mixture could most likely be filtered using filter paper? a) A colloid
 b) A suspension
c) A solution
d) An emulsion

18. Which of these statements regarding the water molecule is FALSE?

a) Oxygen is more electronegative than the hydrogen.
b) The electrons between the hydrogen and oxygen atoms in each bond lie more
towards the oxygen than they do towards the hydrogen.
c) The hydrogen atoms are bonded to the oxygen at an angle of 104.5°, which gives
the water molecule its characteristic bent shape.
d) The water molecule is a non-polar molecule.

19. Which statement below would NOT ensure greater conductivity of an electric current?
a) There must be charged particles or ions present in the solution.
b) Particles must move freely through the solution.
c) There must be fewer ions present in solution.
d) There must be a lower volume of solvent in which the ions are dissolved.
Use the “Solubility Curve for KNO3” below for Questions 20 to 22.
Solubility Curve for KNO
3

150

140
saturated/
130 supersaturated
120
Solubility (grams of solute/100 g H O)
2

110
saturated
100

90
80
70
60
50
unsaturated
40

30
20
10
0
0 10 20 30 40 50 60 70 80 90 100
Temperature ( C)

20. Estimate the approximate solubility of KNO3 at 30ºC.

a) 16 g/100 g H2O
b) 33 g/100 g H2O
 c) 48 g/100 g H2O
d) 60 g/100 g H2O

21. Estimate the temperature at which the solubility of potassium nitrate is 50 g/100 g. a)
About 90ºC
b) About 20ºC
c) About 30ºC
d) About 8ºC

22. Indicate which of the following sets of data represents a saturated solution of
potassium nitrate.
a) 25ºC: 40 g/100 g H2O
b) 63ºC: 140 g/100 g H2O
c) 8ºC: 10 g/100 g H2O
d) 70ºC: 150 g/100 g H2O
23. How many moles of NaOH would be needed to make 0.0500 L of a 0.750 mol/L
solution?
a) 15.0 mol
b) 0.0375 mol
c) 50.0 mol
d) 0.750 mol

24. Identify the FINAL step to follow when preparing a solution.

a) Mass out the solute and add it to the flask.
b) Add more solvent until you reach the required amount.
c) Mass out the solvent and add it to the flask.
d) Add about half the required volume of solvent to the flask.

25. You start with a solution that is 0.800 mol/L and exactly 0.0700 L. You need to prepare
a 0.300 mol/L solution. What is the final volume of the solution?
a) 3.43 L
b) 0.026 L
c) 0.580 L
d) 0.187 L

26. Which method of water treatment is useful for controlling disease-causing organisms
such as viruses, bacteria, and parasites? a) Water softening
b) Filtration
c) Chlorination
 d) Distillation

27. Which of these statements does NOT accurately describe tar sands?
a) Tar sands provide a synthetically produced source of hydrocarbons.
b) Tar sands are a combination of clay, sand, water, and bitumen.
c) Tar sands can be mined and processed to extract the oil-rich bitumen.
d) Bitumen requires no further refining and can be pumped from the ground in its
natural state.
28. Which type of bond will carbon commonly form?
a) Covalent
b) Ionic
c) Metallic
d) None of these

29. All of these hydrocarbons are unsaturated except for

a) Benzene
b) Alkenes
c) Alkanes
d) Alkynes

30. Which of the following is the correct condensed structural formula for butane?
a) CH3(CH2)3CH3
b) CH3(CH2)2CH3
c) (CH3)3CH3
d) C4H10
 LETTER

Principal Consent letter

Dear madam,

I Ybur Clieve Olsen B. Dahilog am completing my degree in Masters of

Science in General Science Education at the Central Mindanao University. One
requirement for successfully completing this degree is conducting an action research
for the course Education 299 (Graduate Seminar).

This action research is being carried out to investigate the effects on students’
academic achievement and motivation under Tired instruction among Grade 11. As a
result, I have decided to use the process of quasi- experimental single group time
series research design to collect data related for the research whereby sixty (60)
students will be selected. I hereby request your permission to conduct this action
research on your school premises which would involve the observation of students by
teachers and myself to assess the impact of the Tiered Instructional Model. I therefore
seek your permission for these individuals to be involved in my study. The time frame
projected for the data collection process at your school is approximately four (4) to six
(6) weeks. I assure you that conducting the action research will not interrupt the
effective leadership and management of the school in any way.

I also assure you there will be absolute confidentiality since the name of the
school, teachers and students involved in the study will not be indicated on any aspect
of the report based on the research conducted.

Your school’s involvement in this action research will be of value since the
intention of this research is to introduce and apply the Tiered Instructional Model as a
teaching strategy of the school which will be beneficial to the improvement of the
effectiveness and efficiency of the school as it relates to students discipline academic
and academic achievement.

Your assistance and consent will be highly appreciated. Please indicate by

pacing a tick in the relevant bracket and indicate your consent by signing and
returning the attached consent form. Thank you in advance.

Yours sincerely,

Ybur Clieve Olsen B. Dahilog

May 14, 2021

Principal’s consent form

I __________________________________ have read the above information detailing

the aim of the action research involving the use of a Tiered Instructional Model to
examine the effects on students’ academic achievement and motivation for
approximately four (4) to six (6) weeks. I understand that the school and all
stakeholders to be involved in participation in this study is voluntary.

I am also aware that the information collected during the action research and analyses
of data will be done in a manner which reflects confidentiality since the name of the
institution and stakeholder ‘s identity won’t be disclosed.

Please place a tick in the appropriate bracket

( ) Yes, I consent to the use of this institution and stakeholder’s participation for this
study.

( ) No, I do not consent to the use of this institution or its stakeholder’s participation
in this study.
Teacher’s consent letter

Dear teacher,

I Ybur Clieve Olsen B. Dahilog am completing my degree in Masters of Science in

General Science Education at the Central Mindanao University. One requirement for
successfully completing this degree is conducting an action research for the course Education
299 (Graduate Seminar).

This action research is being carried out to investigate the effects on students’ academic
achievement and motivation under Tired instruction among Grade 11. As a result, I have
decided to use the process of quasi- experimental single group time series research design to
collect data related for the research whereby sixty (60) students will be selected. I hereby
request your permission to conduct this action research on your school premises which would
involve the observation of students by teachers and myself to assess the impact of the Tiered
Instructional Model. I therefore seek your permission for these individuals to be involved in
my study. The time frame projected for the data collection process at your school is
approximately four (4) to six (6) weeks. I assure you that conducting the action research will
not interrupt the effective leadership and management of the school in any way.
 Your participation is voluntary and as a result you are free to withdraw from being an
observer at any time. I also assure you there will be absolute confidentiality since the name of
the school, yourself, teachers and students involved in the action research will not be
indicated on any aspect of the report based on the research conducted.

Your school’s involvement in this action research will be of value since the intention
of this research is to introduce and apply the Tiered Instructional Model as a teaching strategy
of the school which will be beneficial to the improvement of the effectiveness and efficiency
of the school as it relates to students discipline academic and academic achievement.

Your assistance and consent will be highly appreciated. Please indicate by pacing a
tick in the relevant bracket and indicate your consent by signing and returning the attached
consent form. Thank you in advance.

Yours sincerely,

Ybur Clieve Olsen B. Dahilog

May 14, 2021

Teachers’ consent form

I __________________________________ have read the above information detailing

the aim of the action research involving the use of a Tiered Instructional Model to
examine the effects on students’ academic achievement and motivation for
approximately four (4) to six (6) weeks. I understand that the school and all
stakeholders to be involved in participation in this study is voluntary.

I am also aware that the information collected during the action research and analyses
of data will be done in a manner which reflects confidentiality since the name of the
institution and stakeholder ‘s identity won’t be disclosed.

Please place a tick in the appropriate bracket

( ) Yes, I consent to being an observer during the action research.

( ) No, I do not consent to being an observer during the action research.