Bulacan State University
Graduate School
DIFFERENTIATED INSTRUCTION ON ACADEMIC ACHIEVEMENT AND ATTITUDE OF SENIOR
HIGH SCHOOL STUDENTS IN PLANT BIOLOGY
A Research Paper
Presented to
DR. EDWIN TADIOSA
BULACAN STATE UNIVERSITY
Malolos City
In Partial Fulfillment
Of The Requirements for Plant Biology
MASTER OF ARTS IN BIOLOGY
By:
ANGELENE M. SUMAIT
September 22, 2022
ACKNOWLEDGEMENT
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I would like to express my deep gratitude to my professor, Edwin R.
Tadiosa of Graduate School at Bulacan State University, Malolos City for
his invaluable patience and guidance. I could not undertake this journey
without his encouragement, sincerity, and motivation. It was a great
privilege and honor to work and study under his guidance.
I would also like to extend my thanks to my co-teachers at the Senior
High School Department, Bagong Silang High School for guiding me on the
technicalities in doing this research paper.
Finally, my thanks go to all the people who supported and
encouraged me throughout my study.
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ABSTRACT
This study sought to test the effects of Differentiated Instruction in
the teaching of Plant Biology on the academic achievement and attitude of
Senior High School Science students. This research utilized a within-group
pretest-posttest, and attitude test experimental design involving 30 Senior
High School STEM Science students of Bagong Silang High School, a
government-run secondary school in Caloocan, Philippines. The study
found out that before the intervention, the Senior High School Science
STEM students were performing average in terms of scientific achievement
and have a slightly positive attitude toward Plant Biology. After the
intervention, the students' Science achievement and their attitude toward
Plant Biology improved. Differentiated Instruction was found to be an
effective learning strategy in improving Science achievement and the
attitude of students toward Plant Biology. There was a positive relationship
between science achievement and attitude towards Plant Biology.
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TABLE OF CONTENTS
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
6-13
Introduction……… ……………………………………………………. 2-6
Statement of the Problem…........................................................... 7-8
Significance of the Study……………………………………….……. 8-10
Scope and Delimitation of the Study……………………………… 10
CHAPTER 2: THEORETICAL FRAMEWORK
`
11- 27
Relevant Theories……………………………………………………… 11-13
Relevant Literature……………………………………………………. 13-20
Related Studies……………………………………………………....... 20-25
Conceptual Framework………………………………………….….... 26-27
Assumption of the Study………………………………………….…. 27
CHAPTER 3: METHODOLOGY
27-30
Methods and Techniques of the Study………………………….…… 27
Population and Sample of the Study……….……………………....... 28
Research Instruments………………………………………………...... 28-29
Data Gathering and Procedure………………….……………….……. 29-30
CHAPTER 4: PRESENTATION, ANALYSIS, & INTERPRETATION OF
DATA
35-38
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CHAPTER 5: CONCLUSION AND RECOMMENDATION
42-44
References / Bibliography
45
Attachments/ Appendices
46-61
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Chapter I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the introduction, background of the study,
statement of the problem, hypothesis, scope and delimitation, and the
significance of the study.
Introduction
Science education faces monumental change in terms of curriculum
design and approach. As Philippine Education transformed its new
curriculum into K+12 Enhanced Basic Education, many changes have been
transpiring in terms of student outcomes, instructional design, and
educational policies. The 21st-century learning society demands more
innovative and creative teaching strategies that would enhance learning,
motivate learners and facilitate better education for the students of this
generation. Science is one of the least mastered subjects among Filipinos
as revealed by TIMSS (2006) and the low National Achievement Test (NAT)
being administered by DepEd. The low performance of science students
can be attributed to large class sizes, limited facilities as well as limited
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hands-on activities (Natividad, et.al., 2015). Moreover, low performance in
the subject is due to inappropriate learning plans and teaching strategies
used by teachers. Hence, to overcome the dilemma, the researcher used
Differentiated Instruction (DI) to improve Science students‟ academic
achievement and attitudes. Teachers can differentiate content, process,
and/or product for students (Tomlinson, 1999). Differentiation of content
refers to a change in the material being learned by a student. For example,
if the classroom objective is for all students to identify parts of a plant cell,
some students may learn to label five major parts, while others may learn to
label more parts and define the function of each part. Differentiation of
process refers to how a student accesses material. One student may
explore a learning center, while another student collects information from
the web (US Office of Special Education Program, 2016).
The low ability of Filipino students in reading and science is reported
in the 2019 Programme for International Student Assessment (PISA) of the
Organization for Economic Co-operation and Development (OECD) data).
As part of the Quality Basic Education reform plan and a step towards
globalizing the quality of Philippine basic education. PISA results revealed
that the Philippines scored 357 in science which is below the average of
participating OECD countries. With these also reflecting the learners'
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performance in the National Achievement Test, DepEd recognizes the
urgency of addressing issues and gaps in attaining the quality of basic
education in the Philippines (DepEd, 2018).
The popularity of Plant Biology and historic trends toward larger
class sizes have led to an increasing reliance on lecture and content‐driven
learning; over‐reliance on these methods is associated with student
difficulties in applying knowledge to solve complex environmental problems.
Problems in learning Plant biology are probably caused by the inadequacy
of learning facilities, both in the form of textbooks and learning media.
Moreover, available textbooks are less attractive and colorless. Plant
biology difficulties must be overcome as early as possible, if not facing
many problems at every level of education, because the importance of
plants is always needed, especially in everyday life.
To overcome this problem, the researcher designed differentiated
instruction
as
strategic
material
to
improve
learners'
conceptual
understanding and attitude of Senior High School Plant Biology. The goal of
the researcher is creating science learning more interesting and fun. By
creating an atmosphere and designing a fun science learning experience, it
is hoped that the teaching and learning process of Plant Biology becomes
more attractive so that the notion that the science of Plant Biology is really
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scary and boring can be eliminated gradually from learners’ thinking.
Finally, learning Plant Biology is likely to become learning favored by all
learners.
This study was conducted due to some concerns in learning
encountered by the students of Bagong Silang High School in Plant Biology.
Even though the Department of Education (DepEd) produced teacher's
guides and learner's textbooks, they are more useful if the content of it is
relevant and meaningful to the lives of the learners relating it to the process
of learning to their motivation. Additionally, this study could help teachers to
enhance their teaching in science by incorporating the science concepts
using reading passages, assigning open-ended projects, relating plant
biology to personal interests and everyday examples, and used of
infographics as strategic material to improve learners' conceptual
understanding and attitude in Plant biology. The value of using
differentiated instruction and improving students’ attitudes toward science
education had been proven in previous studies; thus, this research
determined the effectiveness of differentiated instruction to improve
students’ academic performance, attitudes, and conceptual understanding
of Plant biology among Senior High School STEM students’ in Bagong
Silang High School for the school year 2022 - 2023.
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Statement of the Problem
This study aims to determine the effectiveness of utilizing
differentiated instruction on the achievement and attitude in improving
learners' conceptual understanding of Plant Biology of Senior High School
STEM students of Bagong Silang High School for SY 2022-2023.
Specifically, it seeks an answer to the following questions:
1. What level of academic achievement and attitude do the Senior High
School Stem students have prior to the study?
2. What level of academic achievement and attitude do Senior High
School STEM students have after the application of the differentiated
instruction materials?
3. Is there a significant difference in the academic achievement and
attitude of the students after the application of the said strategy?
4. Is there a significant relationship between academic achievement
and the attitude of the students?
5. How effective is the developed differentiated learning material on the
achievement and attitude, of the learner-respondents as shown in
their pretest and post-test mean scores?
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6. Hypothesis
This study tested the following null hypothesis, which will be subject
to a statistical test at α 0.05 level of significance
HO1: There is no significant difference in the assessment of the two
groups of respondents on the level of acceptability of the developed
differentiated instructional materials.
HO2: There is no significant difference between the pretest and
posttest scores.
Significance of the Study
To be able to meet the challenges in science instruction, it should
clearly understand the nature of the learner to be more effective in dealings
with them and with their problems. With these findings, it is hoped that a
vivid picture of their nature, needs, and aspirations can be seen and
therefore become foundations for a good teacher-learner relationship. In
particular, the study is important for the following:
Learners. This study may be a great help to learners. It could give
motivation on how to cope with their difficulty and motivate them to study
hard to overcome their weakness in science.
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Parents. The findings of the study may enhance parents' active
participation in supporting the needs of their children and improve their
relationship as supporters and partners of the school in achieving high
academic performance for their children.
Science Teachers. They may find the result of the study helpful in
planning and initiating appropriate techniques in teaching Science at any
learning level inside the classroom and encourage other teachers to
upgrade their methods and techniques in the teaching-learning process.
School Administration. The findings of the study may help them
plan appropriate interventions to fit learners' needs, especially for students
with learning difficulties and low academic performance, and provide
necessary instructional aids, to uplift quality education in public schools.
Curriculum
Implementers.
Through
this
study,
curriculum
implementers may be able to device the curriculum in strengthening the
academic performance of the learners to achieve quality education.
Science Supervisors. The result of the study may serve as a
catalyst in improving instructional methods and identifying the needs that
caused the weakness in achieving good scientific skills. Implementing the
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strategies and other measures necessary to obtain quality education could
be devised by them.
Future Researchers. This study may serve as a valuable source of
data while conducting their studies.
Scope and Delimitation of the Study
This study is limited to the evaluation of the effectiveness of
differentiated
instruction
material
to
improve
learners’
conceptual
understanding of Senior High School STEM Plant Biology in the selected
Senior High School students of Bagong Silang High School, S.Y. 2022 2023. The lessons to be covered in this study will be limited to the first
quarter lessons in Plant Biology. The respondents of this study will be thirty
(30) Senior High School, STEM Learners of Bagong Silang High School,
S.Y. 2022 - 2023.
The differentiated instructional materials will be evaluated and
validated by two Biology Teachers at Bagong Silang High School.
The learner will be exposed to the treatment and will be answering
the teacher–made – pretest-posttest recorded.
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CHAPTER II
Theoretical Framework
Relevant Theories
Theories of differentiation are bound by several guiding principles.
They include a focus on essential ideas and skills in each content area,
responsiveness to individual differences, integration of assessment and
instruction, and ongoing adjustment of content, process, and products to
meet students' learning needs (Rock et al., 2008). Differentiation typically
includes pro-active and deliberate adaptations of the content, process,
product, learning environment, or learning time, based on the assessment
of students' readiness or another relevant student characteristic such as
learning preference or interest (Roy et al., 2013; Tomlinson, 2014).
Differentiated instruction in the classroom entails two aspects. First,
is the pedagogy and didactics of differentiated instruction: which teaching
practices and techniques do teachers use and what do they differentiate
(McQuarrie et al., 2008; Valiande and Koutselini, 2009)? Teachers may
offer
students
adapted content,
offer
various
options
in
the
learning process, use different assessment products, or adapt the learning
environment to students' learning needs (Tomlinson, 2014). Teachers may
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also offer certain students more learning time or conversely, encourage
high achievers to speed up their learning process (Coubergs et al., 2013).
Regarding the process, they may use pre-teaching or extended instruction
to cater to the needs of students (Smets and Struyven, 2018), or they could
adapt instructions throughout the lesson. Second, the organizational aspect
of differentiated instruction entails the structure in which it is embedded.
There are different approaches a teacher may choose (see Table 1). In
macro-adaptive approaches, teachers use some form of homogeneous
clustering to organize their differentiated instruction (Corno, 2008), including
fixed or flexible grouping of students based on a common characteristic
such
as
readiness
or
interest.
Alternatively,
teachers
could
use heterogeneous grouping to organize their differentiated instruction.
Differentiation of the learning process may occur because students divide
tasks within the group based on their learning preferences or abilities.
Alternatively, a teacher may suggest a division of tasks or support based on
assessment of learning needs (Coubergs et al., 2013). When adaptations
are taken to the level at which individual students work at their own rate on
their
level,
this
is
called individualization (Education
Endowment
Foundation, n.d.). The learning goals are the same, but learning trajectories
are tailored to individuals' needs. Some authors include individualized
approaches into the theoretical construct of differentiated instruction (Smit
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et al., 2011; Coubergs et al., 2013; Tomlinson, 2014), whereas others
separate it from differentiated instruction (Bray and McClaskey, 2013; Roy
et al., 2013).
Lastly, there are teaching models or strategies in which differentiated
instruction has a central place. One well-known example is groupbased mastery learning. In this approach, the subject matter is divided into
small blocks or units. For each unit, the teacher gives uniform instructions to
the whole group of students. Then, a formative assessment informs the
teacher which students reach the desired level of mastery of the unit
(usually set at 80–90% correct). Students below this criterion receive
corrective instruction in small groups, or forms of tutoring, peer tutoring, or
independent practice are also possible to differentiate the learning process
(Slavin, 1987). Differentiated instruction may also be embedded in other
instructional approaches like peer tutoring, problem-based learning, flipped
classroom models, etc. (Mastropieri et al., 2006; Coubergs et al.,
2013; Altemueller and Lindquist, 2017).
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Review of Related Literature
Differentiated instruction (DI) is a term introduced by Tomlinson in
1999 that has gained popularity in education. It is a teaching philosophy that
provides different avenues for presenting the content, making sense of
ideas, and assessing learning outcomes (Tomlinson, 2001). Although it is
relatively a new term to most educators in the regular classroom, DI is not a
new concept at all (Tomlinson, 1999; Roe & Egbert, 2010). Dedicated
teachers may knowingly or unknowingly practice DI in one way or another
as they manifest their commitment to educating their students. In
differentiating the content, process, and product of instruction, the teacher
needs to consider the students‟ readiness, interest, and learning profile
(Tomlinson, 1999; Tomlinson, 2001; Tomlinson & Imbeau, 2010).
Carol Ann Tomlinson, a leader in the field of differentiated instruction,
and her colleagues define differentiation as “an approach to teaching in
which teachers proactively modify curriculum, teaching methods, resources,
learning activities, and student products to address the needs of individual
students and small groups of students to maximize the learning opportunity
for each student in the classroom” (Tomlinson, et.al., 2003). Rather than
designing a lesson for all and then retrofitting it for a few, a differentiated
approach requires planning for a range of grouping experiences, materials,
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and methods for receiving information and demonstrating mastery. When
differentiation becomes the norm for all, rather than a stopgap measure for
individual students, all learners benefit because of instruction intent on
building background knowledge, using flexible grouping arrangements, and
teaching for knowledge and strategies (Marzano, Pickering, & Pollock).
Differentiated Instruction is an approach that caters to all students in the
group providing them equal opportunities as self-directed learners and
independent cooperative learners by performing varied science learning
activities assigned to them. The presentation and critiquing of outputs will
follow after the students finished their differentiated activities. The teacher
will act only as a facilitator and synthesizer of concepts. In addition,
differentiated learning activities allow students to use the learners‟
materials. This situation can motivate them to participate actively in the
teaching and learning process. Through it, their self-confidence can be
increased, and they will grow to be brave
Differentiated instruction is a philosophy of teaching based on wellestablished theories. One learning theory that supports DI is the
Sociocultural Learning Theory which is based on the work of Lev Vygotsky
(1978), a Russian psychologist. The Sociocultural Learning Theory holds
that social interaction plays a fundamental role in the development of
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cognition. Another aspect of Vygotsky‟s theory is the idea of the zone of
proximal development (ZPD). ZPD is an area of exploration for which the
student is cognitively prepared and for which development is attained with
the help of social interaction (Vygotky, 1978). The Sociocultural Learning
Theory and the aspect of the zone of proximal development (ZPD) are the
theoretical bases for differentiating instruction by readiness level. There is a
zone where the student is cognitively ready to do a specific task where he
can be successful with the help of his social support system. If a student is
not in that zone yet, the instruction needs to be adjusted to a level that the
student is cognitively ready to take. Strategies that can help facilitate the
intentional learning of a student include collaborative learning, discourse,
modeling, and scaffolding (Tomlinson, 2001).
The constructivist learning theory is another theoretical basis of DI. It
is a learner-centered theory that suggests that humans construct knowledge
and meaning from their own experiences. A constructivist classroom
provides opportunities for the students to experience multiple perspectives
and emphasizes authentic assessment rather than traditional paper/pencil
exams
(Information
Resources
Management
Association,
2015).
Constructivism supports the practice of DI. It provides the theoretical basis
for differentiating instruction by students‟ readiness and interest.
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Assessing students’ attitudes have been suggested to be an urgent
research agenda in science education [10] because students’ attitudes are
an important predictor of not only academic achievements but also a
determining factor in measuring the effectiveness of specific pedagogical
approaches such as collaborative learning vs traditional lecture methods
[8, 39] where attitudes are central to understanding their behavior [19].
However, based on the literature review by Chaiklin (2011), the relationship
between attitude and behavior has been a conflicted path for years, and
researchers have had a conflicted correlation in results on whether attitude
influences behavior [40]. Gasiewski et al. (2012) suggest students’ attitudes
play a critical role in enrollment and retention decisions in science education
and future career intentions. Similarly, Fareo (2019) mentioned that the
student’s attitude in secondary-level schools influences the way he/she
studies, grades achievements, and involvement in the overall subject in the
future [41]. Tsybulsky et al. (2018) found students’ attitudes improve
general interest in future careers in science in the same vein.
Researchers examined various factors such as gender, culture, and
societal factors that shape students’ attitudes towards science education
[42]. Nevertheless, a few studies assessed attitudes towards learning
science subjects such as biology majors and nonmajors [6, 43]. Lovelace
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and Brickman (2013) suggested assessing students’ attitudes toward
learning science subjects would help understand the underlying factors of
decreasing interest and enrollment in biology majors and nonmajors. Due to
inadequate research on assessing the effectiveness of specific teaching
pedagogies such as CL and TL in generating positive attitudes and interests
within students toward science subjects, we cannot understand the
underlying factors and their influence on generating positive or negative
attitudes. Our literature review unveiled that even though for the last 20
years, researchers’ eyes have been laid widely on the CL pedagogy, and
the impact of co-education with various gender compositions in groups,
where studies suggest that the gender composition can largely influence the
learning outcomes in a CL environment.
Measuring the effect of state-of-the-art teaching pedagogies in
shaping students’ attitudes toward biology education is rather blurred
because researchers often found contradictory findings. While a few studies
assessed various factors such as gender, culture, and societal factors that
shape students’ attitudes towards science education, and attitudes towards
learning science subjects in majors and non majors, there is a vacuum of
research to understand whether specific teaching approaches can boost
renewed interest in science careers.
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Previous studies and large-scale meta-analyses suggest that when
students work together in a CL environment, they accomplish shared
learning goals compared to TL. When students are assigned group work
that includes problem-solving, they are expected to work together and
discuss them as a group. CL offers a wide range of benefits to students
when implemented in a class, such as leadership, decision-making,
communication, teamwork, and conflict management skills. Marquez (2017)
found that students performed better and fostered positive attitudes in CL
groups than in a lecture-based TL environment. A study of undergraduate
biology students in Indonesia found that CL enhances students’ motivation
and collaborative team skills. Similarly, Crawford (2000) found that when
educators collaborate with the students and guide scientific inquiries,
students’ motivation increases. A study of engineering university students in
Panjab found that CL increases the students’ independence, responsibility,
confidence, motivation, skills, and positive interdependence. A modeling
instruction (MI) approach integrated with CL with small group activities
showed decreased self-efficacy, regardless of ethnicity and gender. Another
research on nonmajor biology undergraduate classes that used CL was
positively affecting the usefulness and utility of biology education for
students’ future careers; however, students’ self-efficacy toward biology
was neutral. When high school students in science classes were taught
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using CL, it was concluded that CL increased students’ interest and the way
the subject is being taught matters in forming positive or negative attitudes.
Tsybulsky et al. (2018) post students’ attitudes are important as they predict
the future selection of science courses and are context-dependent.
Likewise, literature cites many merits of studying students’ attitudes.
Related Studies
In 2010, King examined teachers' knowledge and their perceptions
regarding the implementation of differentiated instruction. She surveyed 220
high school regular education and special education teachers who were
certified to teach core academic subjects (English, math, science, and
social studies) from 10 high schools in middle Tennessee in Davidson and
Rutherford counties. The findings revealed that factors such as content
knowledge/skills, teacher-student ratios, availability of time, and state
standards and assessments, affect teachers‟ decisions to implement
differentiated instruction (King, 2010).
Differentiated instruction occurs on a limited basis and only in a few
content areas (Eady, 2008). The respondents in King‟s study expressed
that their ability to differentiate instruction was impeded by their lack of
knowledge regarding it (King, 2010). Differentiation is also perceived as
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time-consuming and challenging due to diverse populations (Maddox, 2015;
Wan, 2017). Studies then recommended the professional development of
teachers in the area of differentiated instruction (Koeze, 2007; Langley,
2015; Maeng, 2011; Robinson, 2013; Sizemore, 2015). According to Dixon,
Yssel, McConnell & Hardin (2014), teachers who had more professional
development in differentiation felt more efficient in differentiating instruction
in their classes.
As the curriculum changes, it is expected that it will change the
achievement of students by increasing it. Biology as one of the areas of
science is considered one of the easiest subjects as compared to other
fields of science which entail mathematical skills but then different
researches revealed that students fail to have a strong scientific foundation
in Biology. Different studies have shown the poor performance of students
in Biology. In the Philippines, the poor performance of the students was
evident in the results of the National Achievement Test. For a long time, the
students were not able to perform well at least at the satisfactory or average
level, it is indeed a big disappointment and a serious problem in our
education system. Similar to the findings of Benito (2007), the poor
performance of students in Biology was evident, based on the results of the
National Achievement Test for the school year 2006-2007; it was revealed
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that more than half of high school students who took the exam achieved low
mastery in learning competencies in each subject area. Results showed
that one out of five students seldom showed mastery in science. In terms of
the percentage of students who gained mastery, science has the lowest
percentage of improvement. As seen from the results of the National
Achievement Test for the school year 2005-2006, the following were the
least mastered topics in Biology, this includes Genetics which focuses on
the different chromosomal aberrations, traits that follow the Mendelian
principles, and traits which do not follow the Mendelian patterns of
inheritance. (Jala, 2009). The literature revealed that students find it difficult
to comprehend cell division and genetics. In a study conducted by Owiti
(2011), he mentioned different factors which contribute to students’ poor
performance. One of them is the failure of using appropriate teaching
strategies in Biology. When teachers failed to choose the strategies suited
for the learner and the topic, poor achievement becomes evident. Another
challenge is the existing individual differences among the students which
affect the teaching and learning process. Teachers should always be
creative in terms of providing challenging activities that entail the curiosity
and interests of the students. But in a traditional classroom, wherein a
teacher uses one strategy for all learners, she failed in accommodating the
individual differences that exist among the students. Now, how can a
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traditional teacher solve this problem? The researcher sees the solution to
this problem, through differentiation. Differentiation is a perspective and
Research shows a high correlation between students’ attitudes
towards academic achievement and a predictor of selecting science
subjects and future careers. A few studies found that academic
performance, self-efficacy, and motivation are linked to the outcomes of
(STEM) science, technology, engineering, and mathematics education.
Hagay et al. (2012) posit that context-specific factors such as religion and
culture have a higher effect on generating students’ interest, and therefore,
developing interest-based teaching materials reduces the gender gap in
biology in Islamic societies. Russel and Hollander (1975) state that general
interest is expressing positive feelings towards biology, and therefore,
measuring general interest is a fundamental element of measuring
attitudes.
Among many factors, students’ attitudes have been proven as the
major drawback to promoting, attracting, and retaining students in science
education. Students’ motivation has a well-established connection with their
attitudes, achievement, and interest in biology. Despite the existence of
research that assessed attitudes towards science. There is a lack of
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research that focuses on measuring whether specific teaching pedagogies
that lead to curriculum changes could generate students’ positive attitudes
towards learning science subjects. The science education research
literature suggests that negative attitudes towards science subjects such as
biology have some correlational effects on low interest and motivation, low
enrollment, negative perceptions, and low performance. Most of such
research assessed attitudes towards science but not how a pedagogical
method effectively cultivates students’ attitudes towards biology.Therefore,
we hypothesize using appropriate pedagogical methods; instructors would
possibly generate positive attitudes and feelings toward learning biology
affecting general interest, grade and career motivation, self-efficacy, and
self-determination while reducing the anxiety of learning, eventually
resulting in generating overall positive attitudes towards science careers.
Conceptual Framework
This study was based on the well-known theory of learning according
to Jean Piaget’s constructivist theory. As Slavin (2006) asserts, one of the
most important principles of educational psychology is that teachers cannot
simply give knowledge to students. He continues that learners must
construct knowledge in their minds and teachers are just facilitators. This
theory perceives learners to be cooperative and the class to be student-
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centered. As cited in Ocak (2008), the constructivist approach encourages
students to confront real-world problems which are within their everyday
experience and presents students with opportunities to construct new
knowledge based on their prior knowledge (Fosnot, 1996; von Glasersfeld,
1991; Zhao, 2003; Yager, 1991).
Constructivism is an important theory of learning that is used to guide
the development of new teaching methods in education. The constructivist
approach encourages students to confront real-world problems which are
within their everyday experience and presents students with opportunities to
construct new knowledge based on their prior knowledge (Fosnot,1996; von
Glasersfeld, 1991; Zhao,2003; Yager, 1991). The conceptual framework
shows the differentiated instruction strategy as an intervention in improving
academic achievement and attitude among Senior High School Plant
biology students.
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s
Students’
Academic
Achievement
Differentiated
Instruction
Strategy
Students Attitude
in Biology
Figure 1 shows the use of Differentiated Instruction based on the
Constructivist theory of Jean Piaget, as the intervention of the study. It aims
to improve the academic achievement of the students as well their attitudes
toward Biology. The data came from the results of the pre-test/post-test,
and the biology attitude test. The results were interpreted using different
statistical tools. These include item analysis, mean frequency, standard
deviation, frequency, and percentage distribution, weighted average and t-
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test. After the processing of data, it is expected that the intervention will
improve the academic achievement and attitude of the students.
Assumptions of the Study
In the conduct of the study the following assumptions are expected:
1. The instrument to be used will elicit reliable responses.
2. Various factors will affect the learning achievement and attitude of
the test result of the respondents
3. The researcher will consistently facilitate differentiated instruction
activities.
CHAPTER III
Methodology
Methods and Techniques of the Study
This study utilized a within-group pretest-posttest experimental
design. In any given experiment, the number of subjects of the study may
be limited and it may not be possible to involve more than one group. In this
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case, the researcher studies a single group using a within-group
experimental design (Creswell, 2012). Both quantitative and qualitative
method will be used which will determine the relationship of differentiated
instruction on the achievement of students through their Pret-test and
Posttest results and Plant Biology Attitude rate through the Plant Biology
Attitude Test.
Research Design
Population and Sample of the Study
The subjects of the study were thirty (30) Senior High School STEM
students in Bagong Silang High School, Caloocan City. The Senior High
School STEM students were purposely chosen since they are the one who
is taking Plant Biology and are considered to be the most appropriate
source of data in line with the objectives of the study.
Research Instruments
Plant Biology Test (Pretest/Posttest)
In order to gather a reliable and effective data to determine the
effectiveness of differentiated instructional strategy among the Senior High
School STEM students in Plant biology the researcher used a
diagnostic/achievement test. To fully improve the student’s science
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achievement and attitude, they were also evaluated based from their
quizzes, laboratory activities, and performance tasks. The pre-test/posttest
used was composed of 25 items based from the topics covered for the first
quarter. It was based from the DepEd Most Essential Learning
Competencies (MELC) The Plant Biology Test was subjected to content
validity by two expert validators. Item analysis was done to assess the
exam’s reliability.
Plant Biology Attitude Test (PBAT)
The Plant Biology Attitude Test was modified and adapted from
Biology Attitude Test (BAS). It measured the attitude of students toward
Plant Biology. It measured the perceptions of the students toward the
subject, the usefulness of the subject and the interest of the learners. The
following rating scales were used to interpret the responses in the (PBAT).
The Biology Attitude Scale used is a standardized and validated
questionnaire authored by Russell & Hollander (1975).
Data Gathering Procedure
In order to answer the research problems, the following procedure
was performed by the researcher:
1. Validation of plant Biology Pretest/Posttest by two content experts.
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2. Approval of the school head to conduct the study and asking for
consent of the parents.
3. Administration of Pretest. The level of proficiency of the participants
in terms of science achievement and attitude was determined prior to
the application of the intervention. The researcher made use of a 25item diagnostic test and the Plant Biology Attitude Test. It was
modified and adapted from biology Attitude Test (BAS).
4. Application of the Strategy. The Differentiated Learning Instruction
Strategy (DLIS) is applied thrice a week in the teaching-learning
process from August 30 to September 27, 2022. Quizzes, laboratory
activities and performance tasks were given to students to see
students‟ improvement. It covered the entire teaching learning
process.
5. Administration of Post-test. The Plant Biology post-test was
administered to the students. The researcher made use of a 25-item
diagnostic test.
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CHAPTER IV
PRESENTATION, ANALYSIS, & INTERPRETATION OF DATA
Data Processing and Statistical Treatment
Data were analyzed using descriptive statistics like frequency counts,
percent, mean, standard deviation, and t-test for dependent samples.
Class Interval
Descriptive Rating
21-25
Outstanding
16-20
Very Satisfactory
11-15
Satisfactory
6-10
Fairly Satisfactory
0-5
Did Not Meet Expectations
Table 1. Descriptive Rating for the Plant Biology Diagnostic/
Achievement Test
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Range
Descriptive Rating
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4.20-5.00
Strongly Agree
Very Positive
3.40-4.19
Agree
Positive
2.60-3.39
Slightly Agree
Slightly Positive
1.80-2.59
Disagree
Negative
1.00-1.79
Strongly Disagree
Very Negative
Table 2. Descriptive Rating for the Biology Attitude Scale
Pretest Mean
Standard Deviation (SD)
Mastery Level
10.43
3.42
41.73
Table 3. Pretest Mean, Standard Deviation, and Mastery Level
Class Interval
Frequency
Percentage
Descriptive Rating
21-25
0
0.00
Outstanding
16-20
2
6.66
Very Satisfactory
11-15
11
36.66
Satisfactory
6-10
16
53.33
Fairly Satisfactory
0-5
1
3.33
Did Not Meet Expectations
Overall
30
100.00
Mean= 10.43 (Fairly Satisfactory)
Table 4. Frequency Distribution of Students‟ Scores in Pretest
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The results of the pre-test determined the level of science
achievement of the students prior to the infusion of the application of the
Plant Biology Differentiated Instruction Strategy (Table 3).
The result of the Pretest showed that only 6.66% of the class
belonged to the Very Satisfactory level, 36.6% belonged to the Satisfactory
level, 53.33% belonged to Fairly Satisfactory, 3.33% Did not meet
expectations. The students were below average in terms of science
achievement before the application of the differentiated instruction strategy
with a mean score of 10.43, a standard deviation of 3.42, and a mastery
level of 41.73 as shown in Table 4.
The researcher used the following rating scale for the attitude
inventory shown in Table 5.
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Statement
Rank
Weighted
Mean
Verbal
Description
1. I like Plant Biology more than other subjects because life is impossible without
plants.
3.93
Positive
4
2. Nature and Plant Biology are strange to me because of their fascinating features.
3.47
Positive
11
3. Plant Biology lessons are very difficult for me because of the unfamiliar terms and
concepts.
3.63
Positive
9
4. Plant Biology helps the development of my conceptual knowledge about how
plants contribute to the ecosystem.
4.1
Positive
13
5. I would like to have Plant Biology lessons more often because I would like to know
about plant diversity.
3.23
Positive
12
6. Plant Biology knowledge is essential for understanding other courses and
phenomenon because it enriches our intellectual life and adds knowledge about other
life processes.
3.87
Positive
7
7. During Plant Biology lessons, I am bored because I am not interested in plants.
3.2
Positive
11
8. The progress of Plant Biology improves the quality of our lives.
2.87
Positive
12
9. Plant Biology is our hope for solving many environmental problems.
4.1
Positive
2
10. Plant Biology is not important in comparison with other courses because it cannot
ensure that society will appreciate the full importance of plants.
3.97
Positive
5
11. I make many efforts to understand Plant Biology because I want to know how
plants and their properties can improve human lives.
4.2
Very
Positive
1
12. Plant Biology is important part of our lives because we depend on plants for food
and survival.
3.93
Positive
5
13. I find plant biological processes very interesting because it adds knowledge about
other life processes.
4.07
Positive
3
14. The work with plant organisms in Plant Biology lessons is very interesting because
of their endless ability to sustain all life on earth.
3.83
Positive
8
15. Plant Biology is one of the easiest courses for me because I am a plant lover.
3.57
Positive
10
Overall Mean
3.89
Positive
Legend: 4.20-5.00 (Very Positive); 3.40-4.19 (Positive); 2.60-3.39 (Slightly Positive);
1.80-2.59 (Negative); 1.00-1.79 (Very Negative)
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As observed from the table, the students have a positive attitude toward
Plant Biology. Majority of the students agreed that they want to make many
efforts to understand Plant Biology because they want to know how plants
and their properties improve human lives with a mean score of 4.2,
Likewise, they like Plant Biology because Plant Biology is our hope in
solving environmental problems with a mean score of 4.1. They agreed that
Plant Biology is very interesting because it add knowledge to different life
processes with a mean score of 4.07. Moreover, some students agreed that
To assess the effectiveness of the Differentiated Instruction Strategy
used by the researcher, a post-test was administered after the 5-week
implementation. (Table 6).
Level of Science Achievement after the Implementation of
Differentiated Instruction
Posttest Mean
Standard Deviation
Mastery Level
21.13
1.613
83.46
Table 6. Posttest Mean, Standard Deviation and Mastery Level
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Class Interval
Frequency
Percentage
Descriptive Rating
21-25
16
53.33
Outstanding
16-20
14
46.66
Very Satisfactory
11-15
0
0.00
Satisfactory
6-10
0
0.00
Fairly Satisfactory
0-5
0
0.00
Did Not Meet Expectations
Overall
30
100
Mean= 21.13 (Outstanding)
Table 7. Frequency Distribution of Students‟ Scores in Post-test
Post-test results showed that none of the class belonged to did not
meet expectations level, Fairly Satisfactory level, and Satisfactory level,
46.66% belonged to Very Satisfactory and 53.33 belonged to Outstanding
level, Table 7. A weighted mean of 21.13, standard deviation of 1.613, and
mastery level of 83.46 as shown in Table 6. The class was classified in the
Very Satisfactory level. This finding supports the study of Reiser and
Butzin (2000) that “active learning is supported by the extensive use of
differentiated activities” in contrast to the traditional whole-class instruction
during which students sit passively while the teacher is active.
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Table 8. Frequency Distribution of Students‟ Scores in Pre-test
and Post-test
Pretest
Class Interval
Post-test
Percentage
(100.00)
0
6.66
Frequency (n=30)
21-25
16-20
Frequency
(n=30)
0
2
16
14
Percentage
(100.00)
53.33
46.66
11-15
11
36.66
0
0.00
6-10
16
53.33
0
0.00
0-5
1
3.33
0
0.00
Average
Mean= 10.43 (Fairly Satisfactory)
Mean= 21.13 (Outstanding)
It can be observed in the table that there was an improvement on the
students‟ Science achievement. The mean of the biology test increased
from 10.43 to 21.13, yielding 10.7 points increase. Moreover, there was a
positive change of 53.33% in the percentage of students who belong to
Outstanding and 40.00% in the level of Very Satisfactory. There were no
students belonged to Satisfactory, Fairly Satisfactory and Did Not Meet
Expectations level after the application of the strategy. The improvement in
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the science achievement was supported by the study of Ryan (2001) who
found out that relationships with peers become much more important in
early adolescence as children start to spend more time with peers and form
relationships that are closer and more intense than before.
This is an
important detail in the success of students in their academic performance
regardless of teaching method. Table 8 presents the comparison of the
students‟ proficiency level in the pre-test and post-test.
Significant Relationship on Science Achievement
after the Application of Differentiated Instruction Strategy and the
Attitude of Students Toward Plant Biology
Table 9. T-Test of the Pretest and Posttest Mean Gain of the Senior High
School Stem Students in Plant Biology Achievement Test and Attitude
Variable
Post-test
Pretest Mean
Gain Score
10.43
10.7
Mean
Achievement Test
21.13
Attitude Scale
3.89
The table showed a gain score of 10.7 from the Pretest mean score
of 10.43, to Post-test mean score of 21.13. This data indicates that there
was an improvement in the science achievement of the students with the
use of Differentiated Instruction Strategy. The t-test of dependent sample
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was employed to determine if there is a significant difference after the
application of the strategy. This implies that there is a significant difference
in the science achievement of Senior High School Stem students after the
implementation of the strategy. The Attitude Test mean score of 3.89
indicates that the students have positive attitude toward Plant Biology.
This study showed that there is a significant relationship between
level of science achievement and attitude of Senior High School STEM
students. As students view Biology very positive, it will follow that their
science achievement will likely increase. This finding is corroborated by the
findings of Cakici & Turkmen (2013) that many studies have found positive
relationship
between
attitude
toward
science
and
higher
science
achievement (Schibeci & Riley, 1986; Oliver & Simpson, 1988; Schibeci,
1989; Freedman 1997), thus teachers should give particular attention to
both student-centered teaching strategies and students' attitudes in science
lessons.
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CHAPTER V
CONCLUSION AND RECOMMENDATION
Conclusions
From the aforementioned findings, the following conclusions were
assumed:
1. Prior to the intervention, the Senior High School STEM students were
performing below average in terms of science achievement based on the
result of the Pretest with a mean score of 10.43 but have a positive attitude
toward Biology as shown in the result of the Plant Biology Test Scale.
2. After the intervention, the students‟ science achievement in Plant Biology
have improved.
3.Differentiated instruction was an effective strategy in improving the
Science achievement and attitude toward Biology of students.
4. There was a positive relationship between science achievement and
attitude of students toward Biology.
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Recommendations
The study recommends the following:
1. Science teachers should gauge the attitude of the students
towards the subject to determine the effective teaching strategies which will
enhance students‟ interest and achievement.
2. Differentiated instruction must be infused in a longer duration in
the learning process to fully assess the strategy’s effect in improving
students‟ achievement and attitude toward Plant Biology.
3. Science teachers should consider using Differentiated instruction
Strategy to improve both science achievement and attitude toward Plant
Biology of the learners.
4. A parallel study may be conducted by other teacher-researchers to
validate the effect of the intervention in enhancing students‟ achievement
and attitude as well as to measure their relationship. Quasi-experimental
research using control and experimental groups may be conducted to
explore if there exists a significant different between Differentiated
instruction and traditional method of teaching.
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Gronlund, N. (2003). Assessment of student achievement. Allyn and Bacon
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CONDUCTING OF PRETEST AND POSTTEST
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DIFFERENTIATED INSTRUCTION ACTIVITIES IMPLEMENTED
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PRETEST/POST -TEST
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PLANT BIOLOGY ATTITUDE TEST
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SAMPLE OUTPUTS OF
STUDENTS
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PRETEST AND POST-TEST RESULTS
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PLANT BIOLOGY ATTITUDE TEST RESULT
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