Differentiated Activities in Selected Topics in Chemistry for Grade 9 Students

Abstract

NTRODUCTION

Differentiated instruction (DI) is one of the possible solutions to the challenges encountered by science education. It is a technique of crafting and conveying instruction to best reach each learner. With the use of DI, the teachers can address the needs of the unique diverse students, unlike other approaches that only concentrate on one kind of teaching method and not considering the various learning styles of the learners. In differentiated instruction, each learner will be given a chance to learn at their own pace in the most comfortable manner he or she wants.

METHODS

The quasi-experimental research using matched-comparison group design was used in this study to test the effectiveness of the designed differentiated activities by comparing the posttest scores of the experimental and control. The experimental and control groups are matched in terms of Grade 8 ratings in Chemistry and pretest scores. The descriptive method was utilized to determine the usability of the developed differentiated activities (DA) by administering a survey questionnaire.

RESULTS

The profile, in terms of mean ratings in Chemistry and pretest means, of the control group (CG)and experimental group (EG) were also determined. Both groups have a mean rating of 79 resulting in the computed t-value of -0.55 and pretest means of15.42 (CG) and 15.00 (EG) which obtained a computed t-value of -0.38. Since the computed t-values were both less than the tabular t-value (1.98), they were said to be equivalent and there's no significant difference between them. The posttest scores of the two groups were compared after the utilization of DA. The data resulted in a mean of 30.04 (EG) and 19.04 (CG) giving them a difference of 11. The computed t-value was 7.50 which was greater than the tabular t-value (1.98). This means that after the utilization of the material, there is now a significant difference between the two groups.

DISCUSSIONS

With the use of the modified questionnaire and weighted mean, the usability of DA was determined. In terms of usefulness, ease of use, ease of learning and satisfaction, the obtained results were 3.66, 3.26, 3.27 and 3.69, respectively. These responses were all under the verbal description of strongly agree. This means that the DA helped the students to cater to their skills and intelligence. It gave them the freedom and opportunity to perform and accomplish their chosen tasks in a manner they want. It served as a chance for them to excel in the class with the use of their identified MIs.