Research Objective

The main purpose of the study is to determine which domain of differentiated

instruction best influences students’ attitude towards Science. Specifically. This study has

the following objectives:

1. To ascertain the level of implementation of differentiated instruction of

secondary teachers in terms of:

1.1. student interest;

1.2. assessment;

1.3. lesson planning;

1.4. content;

1.5. process; and

1.6. product.

2. To assess the level of students’ attitude towards science in terms of:

2.1. learning science in school;

2.2. self-concept in science;

2.3. practical work in science;

2.4. science outside of school;

2.5. Future participation in science;

2.6. Importance of Science; and

2.7. Combined interest in science.

3. To determine the significant relationship between the differentiated instructions

and students’ attitude towards science.

 4. To find out which domain of differentiated instruction best influences students’

attitude towards science.

Hypothesis

The following hypotheses were tested at .05 level of significance:

1. There is no significant relationship between differentiated instruction and students’

attitude towards Science.

2. There is no domain of differentiated instruction best influences students’ attitude

towards Science.