Republic of the Philippines

DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Division of Apayao
Pudtol District
ALEM ELEMENTARY SCHOOL

BASIC RESEARCH FINAL PAPER

THE EFFECT OF DIFFERENT MOTIVATING TECHNIQUES ON THE

LEARNING PERFORMANCE OF GRADE IV PUPILS IN SCIENCE AND
HEALTH: AN ACTION RESEARCH

By:

CHANDLER B. IBABAO
Teacher III
ALEM ELEMENTARY SCHOOL
 TABLE OF CONTENTS

PAGE

TITLE PAGE ………………………………………………………....... i

APPROVAL SHEET …………………………………………………... ii

I Title Page…………………………………………………… 3
II Abstract …………………………………………………….. 4
III Acknowledgement ………………………………………..... 5
IV Introduction and Rationale…………………………………. 6
V Literature Review…………………………………………… 8
VI Statement of the Problem…………………………………… 14
VIII Research Objectives………………………………………… 15
IX Expected Outcomes or Benefit……………………………... 16
X Scope and Limitations………………………………………. 16
XI Research Methodology……………………………………… 16
a. Participants and Sampling Procedure……………………
b. Collection of Data………………………………………..
c. Analysis of Data………………………………………….

XII Discussion of Results………………………………………… 18

XIII Interventions/ Activities/ Recommendations............................ 20

XIV Communication of Findings………………………………...... 21

XV References……………………………………………………. 21

XVI Appendices…………………………………………………… 23
 LIST OF TABLES

TABLE NO Page

1 Distribution of respondents according to sex …………………… 17

2 Summary of Results and Ranking of Motivating Techniques…… 19

3 Summary of t-test Results……………………………………….. 19

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Division of Apayao
Pudtol District
ALEM ELEMENTARY SCHOOL

BASIC RESEARCH FINAL PAPER

THE EFFECT OF DIFFERENT MOTIVATING TECHNIQUES ON THE

LEARNING PERFORMANCE OF GRADE IV PUPILS IN SCIENCE AND
HEALTH: AN ACTION RESEARCH

By:

CHANDLER B. IBABAO
Teacher III
ALEM ELEMENTARY SCHOOL
 ABSTRACT

Motivation increases the performance of learning. It provides energy and the

learner achieves the task because she has a direction and the performance level of the

learner is increase. Motivating students is a difficult task. But without motivation

learning is not possible. This study investigated The Effect of Five (5) Different

Motivating Techniques on the Learning Performance of Grade IV Pupils in Science and

Health. Furthermore, it determined the effect on the pupil’s attitude, participation,

homework, grades and their attitude towards their teachers\’s teaching style in science.

This study was limited to the thirty-six (36) grade 4 pupils of Alem Elementary School

where the researcher is currently assigned. Purposive sampling was used. The

researcher employed a 25-item pre-test and 25 item summative test for every topic using

each of the five motivating technique. A survey questionnaire was also administered at

the end of the period. The researcher made use of the dependent t-test determine the

significant effect of the five different motivating techniques. Likewise ANOVA was used

to get the differences among the five motivating techniques. The weighted mean was

used to determine the respondents’ motivation (attitude, participation, homework,

grades, teaching style) and was described using the Likert Scale. Results showed that

adopting a supportive teaching style is the most effective scheme to use in teaching

science. This means that students find the topic easier to comprehend and understand

when they are supported and given attention.

 ACKNOWLEDGEMENT

The researcher wishes to extend her sincere thanks and profound gratitude to the

following for their valuable help to the success and completion of this study:

Mrs. Benedicta B. Gamatero, OIC Assistant Division Superintendent of the Division of

Apayao and Chair of the Division Research Team for her comments and suggestions for the

improvement of the study.

Mr. Roderick N. Macariola, her statistician who patiently worked on the statistical

treatment of her data.

Mr. Gilbert F. Villanueva, acting Schools Division Superintendent for his words of

wisdom and valuable suggestions for the improvement of the study.

Dr. Marizon P. Castillo, Public Schools District Supervisor, Pudtol District, for her

moral support and words of encouragement.

Mrs. Caridad C. Manuel, Pricipal of Alem Elementary School for her unending support

in the conduct of the study.

The grade four pupils who acted as her respondents for their patience and cooperation

in answering the questionnaires.

Her mother Rosita, father Carlito, sister Clyde Beth, and brothers Erwyn, Jerwyn and

Jayewardene for their unending support.

Her husband Christopher, for his love, inspiration and unending support; and her three

little angels Chzersty Nachrel, Chzeran Thielle and Chrezien Alezae who have been her

constant source of inspiration;

Above all, to the Lord Almighty, the source of knowledge and strength, for his

unconditional love and countless blessings.

C.B.I.
I. Introduction/ Rationale

The teachers, being the focal figure in education must be competent and

knowledgeable in order to impart the knowledge they could give to their students. Good

teaching is a very personal manner. Effective teaching is concerned with the students

as a person and with his/her general development. The teacher must recognize

individual differences among his/her students and adjust instructions that best suit to

the learners. It is always a fact that as educators, we play varied and vital roles in the

classroom. Teachers are considered the light in the classroom. We are entrusted with

so many responsibilities that range from the very simple to most complex and very

challenging job. Every day we encounter them as part of the work or mission that we

are in. It is very necessary that we need to understand the need to be motivated in doing

our work well, so as to have motivated learners in the classroom. When students are

motivated, then learning would easily take place. However, motivating students to learn

requires a very challenging role on the part of the teacher. It requires a variety of

teaching styles or techniques just to capture students' interests. Above all, the teacher

must himself/herself come into possession of adequate knowledge of the objectives and

standards of the curriculum, skills in teaching, interests, appreciation and ideals. He/She

needs to exert effort to lead children or students into a life that is large, full, stimulating

and satisfying. Some students seem naturally enthusiastic about learning, but many

need or expect their instructors or teachers to inspire, challenge or stimulate them.

"Effective learning in the classroom depends on the teacher's ability to maintain the

interest that brought students to the course in the first place (Erickson, 1978). Not all

students are motivated by the same values, needs, desires and wants. Some students are

motivated by the approval of others or by overcoming challenges.

 Teachers must recognize the diversity and complexity in the classroom, be it the

ethnicity, gender, culture, language abilities and interests. Getting students to work and

learn in class in largely influenced in all these areas. Classroom diversity exists not only

among students and their peers but may be also exacerbated by language and cultural

differences between teachers and students.

The School environment also plays a major role in child’s achievement. If the

number of students has swelled beyond the proportion things have come to such a pass

that there is no space in the room for the teacher to stand and address the class, thus

they are simply incapable of paying individual attention to the students in the madding

crowd of the class. The psychology of a child also plays its part in the achievement of

a child. Some learn more comfortably with their classmates while some need individual

attention. To make teaching more fruitful and a teacher has to realize factors which

adverse or positive effects on the child’s achievement. She may know: a) The reasons

due to which a child is not interested in learning, b) Why the parents are not paying

attention to their child? c) What concerts steps, a school administration should have to

be taken? d) How does the technique of punishment and reward get failed in the process

of child’s achievement? e) Which important factors are neglected? f) Reutilization of

the modern techniques

As it has been said, what happens in the classroom depends on teacher's ability

to maintain student's interests. Thus, teachers play a vital role in effecting classroom

changes.

As stressed in the Educator's Diary published in 1995, "Teaching takes place

only when learning does." Considering the effect of motivation on the learning
 performance of pupils greatly concerns the researcher. Although, we might think of

other factors, however, emphasis has been geared towards the effect of motivation.

II. Literature Review

Teachers have a lot to do with their students' motivational level. A student may

arrive in class with a certain degree of motivation. But the teacher's behavior and

teaching style, the structure of the course, the nature of the assignments and informal

interactions with students all have a large effect on student motivation. We may have

heard the utterance, "my students are so unmotivated!" and the good news is that there's

a lot that we can do to change that.

David Myers (1996: 297) stated that “motivation as a need or desire that serves

to energize behavior and to direct it towards a goal.” According to this definition

motivation is a source to move the person to the task. Harmer write in his book “English

Language Teaching” that motivation is some kind of internal drive which pushes

someone to do some things in order to achieve something (Harmer, 1988: 51). Harmer

explain the motivation motivate the person to reach the goal.

Jones, Jennifer George (2000: 427) defined motivation as “psychological forces

that determine the direction of a person’s behavior, a person’s level of effort, and a

person’s level of persistence in the face of obstacles”.

Importance of Motivation

Impact of motivation on learning of students in the education is important.

Without motivation learning is not possible. So in education the role of motivation is

effective on students learning. Due to motivation students do any task and achieve the

goal. Motivation increase speed of work and a person is doing everything to achieve
goal. Motivation increases the performance of learning. It provide energy and learner

achieve the task because she has a direction and performance of learner is increase.

In education level of motivation (high or low motivation), effect on students

success. Motivation is a factor of high or low of the goal (Brown, 2001: 75). Teachers

motivate the students and achieve their task without motivation this is difficult to

achieve. Motivation is helpful for reaching the objective for teachers. Administration

improves the performance ofteaching staff and nonteaching staff. For examples on the

base of performance increase the salary, increase the grade and promotion.

Administration can make the school environment healthy. Motivation develops

competition between the employ and administration can use it for reaching the school

task.

Motivation influence on the teaching process and the teachers use it as a weapon

for successful teacher. Motivation of a teacher develops the interest of students in

subjects. Before teaching any topic teacher motivates the students for learning.

Theories of Motivation

Instinct Theory of Motivation

Instinct theory proposes that “organisms engage in certain behaviors because

they lead to success in terms of natural selection. Instinct theory casts motivation as

essentially intrinsic and biologically based. Migration and mating are examples of

instinctually motivated behavior in animal." (Melucci, 2010).

According to instinct theory, people are motivated to behave in certain ways

because they are evolutionarily programmed to do so. An example of this in the animal

world is seasonal migration. These animals do not learn to do this; it is instead an inborn

pattern of behavior.
Incentive Theory of Motivation

According to this view, “people are pulled toward behaviors that offer positive

incentives and pushed away from behaviors associated with negative incentives. In

other words, differences in behavior from one person to another or from one situation

to another can be traced to the incentives available and the value a person places on

those incentives at the time." (Bernstein, 2011).

The incentive theory suggests that people are motivated to do things because of

external rewards. For example, you might be motivated to go to work each day for the

monetary reward of being paid.

Drive Theory of Motivation

According to the drive theory of motivation, people are motivated to take certain

actions in order to reduce the internal tension that is caused by unmet needs. For

example, you might be motivated to drink a glass of water in order to reduce the internal

state of thirst.

Arousal Theory of Motivation

The arousal theory of motivation suggests that people take certain actions to

either decrease or increase levels of arousal. When arousal levels get too low, for

example, a person might watch and exciting movie or go for a jog.

Motivation In Students

Motivation is a key factor in learning and achievement of students at all level of

school. Teachers and parents role is important for motivating students. Motivating

students is difficult task. It is time consuming. A lot of effort is required for motivating

students. But without motivation learning is not possible.

Adopt a supportive style

Teacher’s guidance is important for students and that guidance motivate

and develop the interest of learning. Teacher allows student to select any

assignment and teacher guide the students for doing the assignment. When

students do their assignment it can give them a sense of control and they are

motivated.

A supportive teaching style that allows for student autonomy can foster

increased student interest, enjoyment, engagement and performance. Supportive

teacher behaviors include listening, giving hints and encouragement, being

responsive to student questions and showing empathy for students. (Reeve and

Hyungshim, 2006)

Healthy Environment

The environment effects on students motivation and learning. Healthy

environment motivate students for learning. Teacher can create the healthy class

during the teaching. Do not threat the students in negative way. Teacher should

appreciate students during the class and lesson and understand student’s

problems. If teacher understand the students problem he can motivate the

students for learning.

Develop Competition in Students

Competition in students motivates for learning so positive competition

is necessary in students. It develops hard work and increases the student’s

knowledge. Competition in the students is a good thing. Student learns more

with their class fellows. Positive sprite of competition is developing.

Rewards

Students like rewards, because it develops the motivation in student.

Teacher should offer the students for reward it is an excellent way for

motivation in students. Award may be simplelike sweets, stickers on a paper or

any gift. According to student nature need teacher can give the class or student.

Students do better for the interest of.

Chance to Work in Groups

Teacher should give a chance to students to work in groups. When they

solve the problem in group, they learn more. And that develop motivation in

students. In group form social interaction is develop in students and they are

excited to do the task and students can reach the goals. But the teacher can check

the performance of student because some students perform more and some less.

Students can have increased motivation when they feel some sense of

autonomy in the learning process, and that motivation declines when students

have no voice in the class structure. Giving your students options can be as

simple as letting them pick their lab partners or select from alternate

assignments, or as complex as "contract teaching" wherein students can

determine their own grading scale, due dates and assignments. ( Kurvink, 1993

Reeve and Hyungshim, 2006 )

Motivate Students for Success

When students are struggling with poor academic performance, low self-

efficacy or low motivation, one strategy that may help is to teach them how to

learn. That is, to outline specific strategies for completing an assignment, note-

taking or reviewing for an exam. (Tuckerman 2003) (Margolis and McCabe,

2006)
 Teachers motivate students for hard work. Students, even the best ones,

can become frustrated and de motivated when they feel like they’re struggling

or not getting the recognition that other students are. Teacher should give equal

chance for performance in a class.

Helping students understand better in the classroom is one of the primary

concerns of every teacher. Teachers need to motivate students how to learn.

According to Phil Schlecty(1994), that students who understand the lesson tend

to be more engaged and shows different characteristics such as, they are

attracted to do work, persist in the work despite challenges and obstacles and

take visible delight in accomplishing their work. In developing students

understanding to learn important concepts, teachers may use variety of teaching

strategies that would work best for her/his students. According to Raymond

Wlodkowski and Margery Ginsberg(1995), research has shown no teaching

strategy that will consistently engage all learners. The key is helping students

relate lesson content to their own backgrounds which would include students'

prior knowledge in understanding new concepts. Due recognition should be

given to the fact that interest, according to Saucier (1989:167) directly or

indirectly contributes to all learning. Yet, it appears that many teachers

apparently still need to accept this fundamental principle. Teachers should mind

the chief component in interest in the classroom. It is a means of forming lasting

effort in attaining the skills needed for life. Furthermore teachers need to vary

teaching styles and techniques so as not to cause boredom to the students in the

classroom. Seeking greater insight into how children learn from the way

teachers discuss and handles the lesson in the classroom and teaching students
 the life skills they need, could be one of the greatest achievements in the

teaching process.

Furthermore, researchers have begun to identify some aspects of the

teaching situation that help enhance student's motivation. Research made by

Lucas( 1990), Weinert and Kluwe ( 1987) that several styles could be employed

by the teachers to encourage students to become self-motivated independent

learners. As identified, teachers must give frequent positive feedback that

supports student's beliefs that they can do well; ensure opportunities for

student's success by assigning tasks that are either too easy nor too difficult;

help students find personal meaning and value of the material; and help students

feel that they are valued members of a learning community. According to

Brock(1976), Cashin (1979) and Lucas ( 1990), it is necessary for teachers to

work from student's strengths and interests by finding out why students are in

your class and what are their expectations. Therefore it is important to take into

consideration student's needs and interest so as to focus instruction that is

applicable to different group of students with different levels.

III. Statement of the Problem

It has been observed that the MPS of Science in Periodical Tests and even in

the National Achievement Test (NAT) is very low compared to other subjects like

Mathematics and English. Teachers encountered many difficulties in teaching complex

science concepts. Some of these problems may be attributed to: motivation, students'

behavior such as attention deficiency, hyperactivity disorder, disrespect among others;

and language barrier (poor understanding of English).

 So it is necessary to understand these factors which abolish or nourish the

child’s achievement. As a gardener must know or should have sought to know which

soil is more suitable to the plant and when and how much water should be required by

plant. Similarly a teacher must know how a child learn, how the factors like motivation,

readiness facilitates the teaching process.

This study determined the effect of different motivating techniques on the

learning performance of grade four pupils in Science and Health.

Specifically, this answered the following questions:

1. Is there a significant effect of the five different motivating techniques on the

learning performance of the pupils?

a. Adopt a supportive style

b. Healthy environment

c. Develop competition in students

d. Rewards

e. Chance to Work in Groups

2. Is there a significant difference among the five motivating techniques on the

learning performance of the pupils?

3. Is there a positive effect of the five different motivating techniques on pupils’

attitude, participation, homework, grades and their attitude towards their

teacher’s teaching style in science?

IV. Research Objectives

The main thrust of this study was to find out the effect of the different

motivating techniques on the learning performance of grade IV pupils in Science

and Health. Furthermore, it determined if there is a positive effect on the pupils’

 attitude, participation, homework, grades and their attitude towards their teacher’s

teaching style in science.

V. Expected Outcomes or Benefit

This study is significant because it will help teachers fit their teaching

styles in class so that students are motivated to learn. It will also help them

structure a course that can foster the increase of students’ interest, enjoyment,

engagement and performance in their science class. The data collected in this

study will help the teachers evaluate their strengths and weaknesses so as to

improve instruction. The result of this study will benefit both teachers and

students.

VI. SCOPE AND LIMITATIONS

This study involved the Grade IV class with 36 pupils which the

researcher is currently assigned at Alem Elementary School (AES). AES is a

non-central school headed by a Principal I. It is approximately 5 km away from

the District Office. AES has a total population of 270 pupils with 9 teachers.

This study covered only the first period of the second semester of school

year 2014-2015.

VII. RESEARCH METHODOLOGY

A. Participants and Sampling Procedure

The respondents of this study were the grade four pupils of Alem

Elementary School for the school year 2014-2015.

Purposive sampling was used since the 36 pupils are all exposed to

several motivations.
 The distribution of respondents according to sex is shown in Table 1.

Table 1. Distribution of respondents according to sex

Sex : Number of Pupils______________

Male 18
Female 18
________________________________________________________________________
Total 36

B. Collection of Data

A 25-item pre-test covering the topics during the first semester and a 25-

item summative test for every topic using each of the five motivating technique

is the main tool in gathering the data. Both the pre-test and summative test are

teacher-made test. The pre-test was administered at the beginning of the

semester and the summative test was administered at the end of each broad topic

using each of the five motivating technique. The scores were carefully checked,

tabulated and analyzed.

A survey questionnaire was also administered at the end of the period.

The questionaire was adapted from Barberos, M., Gozalo, A. &

Padayogdog E.(2008) The Effect of The Teacher’s Teaching Style on Students’

Motivation. Some of the items were changed to suit Philippine context.

The questionnaire is composed of five categories namely: attitude,

participation, homework, grades and teaching style. Each of which describes the

level of motivation of the pupils towards their science class. Informal interview

was made to some respondents to validate results coming from the

questionnaire.

The accomplished questionnaire were retrieved for analysis.

 C. Analysis of Data

The data gathered were recorded, tabulated, analyzed and interpreted basing

it from the problems of the study and by means of the following statistical tools:

In order to determine the significant effect of the five different motivating

techniques, the dependent t-test was applied. Likewise, ANOVA was used to get

the differences among the five motivating techniques.

The weighted mean was used to determine the respondents’ motivation

(attitude, participation, homework, grades, teaching style) and the result was

described using Likert Scale as follows:

Scale Description

4.21 – 5.00 strongly agree

3.41 – 4.20 agree

2.61 – 3.40 not sure

1.81 – 2.60 disagree

1.0 – 1.80 strongly disagree

VIII. DISCUSSION OF RESULTS

After the conduct of the study, the proponent was able to come up with the

results. Students find learning Science a bit challenging especially that this involves

a lot of technical topics. Thus, it is then a great challenge to Science teachers how

to make them interested in the topics and to ignite in them interest in this field.

The pre-test was conducted before the different learning interventions were

implemented. The student-respondent scores were the initial indicators of how well

they have understood the lessons. Then, the five (5) motivating techniques were

applied. After which, a post-test was conducted to assess the impact of the proposed
 teaching strategies. Table 2 shows the summary of results of the tests and ranking

of methodologies with respect to post-test mean and development percentage.

Table 2. Summary of Results and Ranking of Techniques

Pre-Test Post-Test Development

Motivating Strategy Rank Rank
Mean Mean Percentage
Healthy Learning Environment 11.14 18.056 5 27.67 5
Competition Among Students 11.19 18.194 4 28.00 4
Reward System 11.19 19.194 2 32.00 2
Supportive Style 11.08 19.611 1 34.11 1
Group Work 11.08 18.333 3 29.00 3

As observed with Table 2, adopting a supportive teaching style is the most

effective scheme to use in teaching Science. This means that students find the topic

easier to comprehend and understand when they are supported and given attention. This

approach is individualistic in nature as it focuses in the specific areas each student find

difficulty in understanding.

To be able to validate the data gathered, a t-test was conducted to assure that

there is no significant difference in the tests as the same sample population was used in

all the tests. The initial parameters involved a sample population of 36 and a degree of

freedom of 35. Table 3 further shows the t-test results for each technique.

Table 3. Summary of t-test Results

T-value Valid? T-Value Valid?

Motivating Strategy t-crit t-crit
One-Tail Y/N Two-Tail Y/N
Healthy Learning Environment 3.97613E-21 1.6896 Y 7.952E-21 2.03 Y
Competition Among Students 4.11487E-26 1.6896 Y 8.229E-26 2.03 Y
Reward System 2.46837E-27 1.6896 Y 2.468E-27 2.03 Y
Supportive Style 1.05968E-24 1.6896 Y 2.119E-24 2.03 Y
Group Work 1.70862E-25 1.6896 Y 3.417E-25 2.03 Y

The t-score of all the techniques resulted to a negative value since the sample

mean is less than the hypothesized mean. Despite that, all the resulting t-values for both

one-tail and two-tail test were below the critical values of t. This only means that the
 test failed to reject the null hypothesis and therefore there is a strong and valid data

from the conducted test.

Finally, the student-respondents accomplished the Likert scale survey that

resulted to a mean of 4.35. This justifies that there is a significant development in how

they perceive and manage topics in Science.

IX. Interventions/ Activities/ Recommendations

Motivation is a necessity so that learning becomes a continuing,

improving, interesting and enjoyable process. Some of these could be possible

solutions to create pupils’ motivation in the classroom:

1. Encourage them to set goals. Ensure opportunities for students’

success by assigning tasks that are neither too easy nor too difficult.

2. As much as possible relate assignments and class

projects/discussions to real life situations.

3. Practice the assertive discipline (positive discipline). Create an

atmosphere that is open and positive.

4. Of course most teachers will come across students who will be very

difficult to motivate and who will not care about what happens in

school. You have to create incentives. But please keep in mind that

the reward system should be treated as a reward for finishing a task

not for just participating.

5. Games are fabulous classroom team building activities which are

great for creating motivation in the classroom.

6. Doing unique activities, creating situations where they can work in

small groups.
 7. Always remember that humor in the classroom is a great way to

motivate students.

X. Communication of Findings

Permission from the Schools Division Superintendent was sought and after a

favorable approval, a similar letter of request was forwarded to the District

Supervisor then to the School Head to communicate the findings of my study during

school and district LAC Sessions and other academic gatherings.

XI. References

1. Barberos, M., Gozalo, A. and Padayogdog, E. (2008). The Effect of The

Teacher’s Teaching Style on Students’ Motivation: An Action Research

2. Rehman, A., and Haider, Dr. K. (2005). The Impact of Motivation on

Learning of Secondary School Students in Karachi: An Analytical Study

3. Morgan, K., Kingston, K., and Sproule, J. (2002). Effects of Different

Teaching Styles on Teacher Behaviors that Influence Motivational Climate and
Pupils’ Motivation in Physical Education.
http://epe.sagepub.com/search?author1=kevin

4. Davis, B.G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass
Publishers.

5. Husman, J. (2007). Thinking About Motivation. Psychology in Education,

Arizona State University

6. Tuckerman (2003). Margolis and McCabe (2006). Strategies for College

Success. Ohio State University

7. Wirth, K. (2007). Thinking About Learning: Motivating Students to Become

Intentional Learners. Department of Geology, Macalester College

8. Margolis, H. and McCabe P. (2006). Improving Self-Efficacy and Motivation:

What to Do, What to Say

9. Tuckerman, B. (2003). The Effect of Learning and Motivation Strategies

Training on College Students’ Achievement. Ohio State University
 10. Reeve, J. and Hyungshim, J. (2006). What Teachers Say and Do to Support
Students’Autonomy During a Learning Activity

11. Freeman, T., Anderman, L., Jensen, J. (2007) Sense of Belonging in College
Freshman at the Classroom and Campus Levels

12. Anderman, L., and Leake, V. (2005). The ABCs of Motivation

XII. Researcher’s Profile

Name : Chandler Bumatay Ibabao

Address: Capannikian, Pudtol, Apayao

Position: Teacher III

Years in Service: 7 years

Educational Attainment:

Post Graduate Study: Master of Arts major in Educational Management

Cagayan State University, Sanchez Mira Campus
Sanchez Mira, Cagayan

Tertiary: Bachelor of Science in Elementary Education

Northwestern University
Laoag City

Secondary: Santo Rosario School

Emilia, Pudtol, Apayao

Current Station: Alem Elementary School

Alem, Pudtol, Apayao
 Appendix A

QUESTIONNAIRE

Students’ Motivation on Learning Science

This questionnaire contains a number of statements about your attitude towards your
science class, participation, homework, grades and your teacher’s teaching style in your science
class

Please check the box which corresponds to your answer using the following scale.

Strongly agree 5

Agree 4

Not Sure 3

Disagree 2

Strongly Disagree 1

Remember that there is no right or wrong answer. Please respond to all statements.

Indicators 5 4 3 2 1

A. ATTITUDE

1. I am always excited to attend my

science class this school year.
2. Science is fun and interesting.

3. I hate Science. It is not important for

me.
4. I don’t like Science at all. It is difficult
to learn.
5. I love Science. It gives opportunities
to experiment, discover and explore
the things around me.
B. PARTICIPATION
1. I’m always prepared in my Science
class.
 2. I participate actively in Science
activities by asking questions.
3. I do my Science assignments
consistently.
4. Science activities do not help me
understand concepts easily.
5. I feel bored in my Science class.

C. HOMEWORK
1. I complete my Science homework on
time.
2. I find homework very useful and
important.
3. Science homework is difficult to do.

4. I don’t get enough support to do my

homework at home.
5. My teacher does not check my
homework at all.
D. GRADES
1. I got good grades in Science.
2. I study my lessons before a test or a
quiz.
3. The terms/words used in the test are
difficult to understand.
4. The test always measures my
understanding of Science concepts and
knowledge learned.
5. The grading is not fair.

E. TEACHING STYLE
1. I have a good relationship with my
Science Teacher.
2. My Science teacher uses materials that
are easy to understand.
3. My Science teacher presents the
lesson in a variety of ways.
4. I don’t understand the way my
Science teacher explains the lesson.
5. I don’t get any feedback about my
understanding of the lesson from my
Science teacher.

Appendix B

Republic of the Philippines

Department of Education
Cordillera Administrative Region
 Division of Apayao
Luna, Apayao

Table of Specifications (Summative Test No.1)

Objectives No. of % Test

Items Placement

1. Describes the structure and function of the skeletal 2 8% 1-2

system
2. Identifies some bones that make up the skeletal system 5 20% 3-7
and the bones that protect the internal organs
3. Demonstrate how the skeletal system enables us to 3 12% 8-10
move
4. Describe the structure and function of the muscular 2 8% 11-12
system
5. Illustrate how muscles are connected to the bone and 6 24% 13-18
explains/demonstrates how muscles cause body
movements
6. Cite simple body activities that show the coordinated 1 24% 19
function of the skeletal and muscular system
7. Practices proper care of the skeletal system 2 8% 20-21
8. Identifies injuries and diseases that can harm the 3 12% 22-24
skeletal and muscular system and demonstrate first aid
treatment for sprain, cramps, and simple fractures
9. Shows concern and right attitude towards handicapped 1 4% 25
persons
Total 25 100% 25
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Division of Apayao
Luna, Apayao

Summative Test no.1

Direction: Encircle the letter of the correct answer.

1. What is the structure of the skeletal system?

a. All the bones of the body, their connecting cartilages and ligaments make up the
body’s skeletal system
b. The skeletal system is made up of the intestines and other intestinal organs
c. The structure of the skeletal system consists of the testes and the ovary

2. Why do we say that the skeletal system is the framework of the body?
a. because the skeletal system manages the brain of the human body
b. because the bones that make up the human skeletal system support the softer parts
of the body and give its general shape.
c. because the skeletal system provides the food of the body

3. Which part of the skeleton holds you upright?

a. skull
b. backbone
c. ribs

4. What is inside the bone?

a. bone marrow
b. tendon
c. joint

5. What are joints?

a. They are the irregular bones of the body.
b. They are the cartilages and ligaments that connect the bones to the other parts of
the body.
c. They connect the bones and allow them to move in various ways.

6. What do you call the white, cordlike bands that hold the bones at the joints which help
the bones move up?
a. pelvic bones
b. ligaments
c. bone marrow

7. The end of the bones in the joints are protected by smooth, slippery _________ which
serves as a cushion.
a. ribs
b. spinal cord
c. cartilage
8. Because of the skeletal system, the body can move about _______ and in a number of
ways.
a. freely
b. in whirling motion
c. with difficulty

9. Why can you bend, straighten, or rotate parts of your body?

a. because of the presence of the skull
b. because of the presence of the ribs
c. because of the joints

10. If you move your arm in circles, you will notice that the bone at the end of the arm
bone can turn in any direction. What do you call this joint?
a. ball and socket joint
b. bone marrow
c. ligaments

11. What makes up the muscular system?

a. The muscular system makes up all the bones in the body.
b. The muscular system consist of overlapping muscles found all over the body.
c. The muscular system composes the brain, heart and lungs.

12. Which of these describes the function of the muscular system?

a. The muscular system assists the skeletal system in enabling the body to move
freely.
b. It assist the heart in pumping the blood to all parts of the body.
c. The function of the muscular system is to remove the wastes of blood in the body.

13. What covers the bones and give shape and form to the body?
a. lungs
b. bones
c. muscles

14. How are muscles connected to the bones?

a. through tendons
b. through joints
c. through ligaments

15. What are tendons and how do they work?

a. Tendons are the bones found in the ribs.
b. Tendons are tough cords which attach the muscles to the bones and enabling them
to move freely.
c. Tendons are joints.

16. What muscles work continuously even without our control

a. voluntary muscles
b. voluntary and involuntary muscles
c. involuntary muscles
17. Muscles work in _______.
a. pairs
b. groups
c. singles

18. When one of the pair of muscles contracts, what happens to the other?
a. the other muscle pumps blood
b. it relaxes
c. it also contracts

19. Choose among the following a simple body activity which show a coordinated
function of the skeletal and muscular systems.
a. walking
b. reading
c. sleeping

20. Which group of foods is good for the bones?

a. rice, potato, corn, fish
b. meat, milk, cheese, eggs
c. eggplant, okra, patola

21. How should one take care of the bones and muscles in the body?
a. rest and relax the whole day
b. do not engage in activities that require much body movements
c. do some physical exercises in the morning

22. _______ usually happens in the legs and they cause pain. When you touch the
muscles with it, they are fatter and harder.
a. cramps
b. sprain
c. fracture

23. A person with a broken bone is said to have a ______.

a. sprain
b. fracture
c. cramps

24. What first aid can you apply in case of sprain?

a. Press hard and massage the sprain for a long time?
b. For a broken arm or leg, place the injured part in a straight and natural position
before applying a splint.
c. Apply an ice bag on the swollen area to reduce pain and swelling and put a
bandage on the sprained part to avoid movement.

25. How can you make the physically handicapped people behave like normal people?
a. Do not make them work.
b. Let them carry out some duties at home and in school
c. Help them every time they do something.
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Division of Apayao
Luna, Apayao

Table of Specifications (Summative Test No.2)

Objectives No. of % Test

Items Placement

1. Describe the structure and function of the digestive 2 8% 1-2

system
2. Identifies the digestive system and its major parts 4 16% 3-6
3. Traces the path of food in the digestive system and 6 24% 7-12
the changes the food undergoes
4. Explains why food has to be digested 1 4% 13
5. Name ways of preventing and controlling ailments 6 24% 14-19
of the digestive system
6. Demonstrate ways of keeping the digestive system 6 24% 20-25
healthy
TOTAL 25 100% 25
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Division of Apayao
Luna, Apayao

Summative Test No.2

Direction: Write the letter of the correct answer.

1. The process of breaking up and dissolving food so that it can be taken into the
blood to be used by the body is called ______.
a. exercise
b. digestion
c. inhalation

2. The organs that do the work of digestion make up the _____.

a. digestive system
b. skeletal system
c. muscular system

3. The digestive system consist of the alimentary canal. Which among the following
belongs to the group?
a. salivary glands, liver, gall bladder, pancreas
b. mouth, esophagus, stomach, small and large intestines
c. all the bones and muscles in the body

4. The accessory organs of the digestive system includes the _____.

a. mouth, esophagus, stomach, small and large intestines
b. heart, lungs
c. salivary glands, liver, gall bladder, pancreas

5. Where does digestion begin?

a. tongue
b. stomach
c. mouth

6. What helps you swallow the food you eat?

a. tongue
b. mouth
c. stomach

7. When food is swallowed, it slips down the throat and passes through the ____.
a. nose
 b. pharynx
c. mouth

8. The muscles of the pharynx move the food to the _____.

a. stomach
b. tongue
c. esophagus

9. The muscles of the esophagus move the food toward the ____.
a. tongue
b. mouth
c. stomach

10. The squeezing movement of muscles from esophagus to the stomach is called
_____.
a. peristalsis
b. digestion
c. push and pull

11. Digestion is completed in the _____. From here, digested food goes into the
bloodstream.
a. large intestine
b. small intestine
c. stomach

12. What is the function of the large intestine?

a. It breaks down undigested sugar and proteins.
b. Its main function is to reabsorb the water so that what remains are soft, solid
wastes.
c. It grinds the food, breaking it down physically into tiny pieces.

13. Why should food be digested?

a. Food needs to be digested so that it can be transported through the blood
stream and be used by the cells that make up the body.
b. There is a need for food to be digested so that the brain can think well.
c. Food should be digested to enable the heart to beat.

14. What causes indigestion?

a. When one does not eat a well-balanced diet, he suffers indigestion.
b. when one does not chew food properly
c. when one of the bone and muscles malfunction

15. What is the effect of indigested food in the body?

a. one suffers heart problems
 b. the brain malfunctions
c. one suffers stomach problems

16. Which of the following is NOT GOOD for the digestive system?
a. eating vegetables you dislike
b. doing heavy activities immediately after eating
c. jogging in the morning

17. How can one prevent constipation?

a. Swallow the food.
b. Take a bath everyday.
c. Drink at least 8-10 glasses of water everyday.

18. How can one prevent parasitic animals from entering the body and destructing the
digestive system?
a. Protect the food you eat from houseflies and do not eat unwashed fruits.
b. Buy foods from vendors.
c. Eat a well-balanced diet.

19. How can one prevent tooth decay?

a. Eat sweet foods more often.
b. Brush your teeth regularly.
c. Get a good rest.

Who demonstrates ways of keeping the digestive system healthy?

Write the letter of the correct answer.

20. a. Nikki has long fingernails and doesn’t want to cut them.
b. Ivy washes her hands properly with soap and water before and after eating.
c. Karen doesn’t use fork and spoon when eating.

21. a. Luisito drinks 8-10 glasses of water everyday.

b. Raul drinks soda every mealtime.
c. Nenet drinks 5 cups of coffee everyday.

22. a. Puroy plays sipa even after meals.

b. Edward learned that running and jumping after meals is bad that is why he rests
a few minutes before walking his way to school.
c. Larry was brought to the hospital because of his appendicitis.

23. a. Muymuy likes fishballs, barbecues and anything sold at the sidewalk.
b. Macmac likes gulaman and buys from sidewalk vendors.
c. Mikaela follows her mother’s advice not to buy any food from the sidewalk.
24. a. Miguelito learned from his teacher that houseflies are germ-carriers that is why
when he sees them at home, he drives them away.
b. Ikoy catches houseflies and plays with them.
c. Ipe prefers playing with cockroaches than houseflies.

25. a. Dondon always forgets to brush his teeth.

b. Joel never fails to brush his teeth after meals.
c. Rey’s teeth are decaying.
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Division of Apayao
Luna, Apayao

Table of Specifications (Summative Test No.3)

Objectives No. of % Test

Items Placement

1. Infers how animals reproduce sexually 4 16% 1-4

2. Identifies animals hatched from eggs and animals 3 12% 5-7

born as baby animal and infers that some animals
develop from fertilized eggs
3. Describe the different stages of the life cycle of a 5 20% 8-12
frog, butterfly and mosquito
4. Describe the changes in animals as they grow and 6 24% 13-18
develop
5. Infer the beneficial/harmful effects of animals to 4 16% 19-22
people
6. Practice safety measure while caring for animals 3 12% 23-25
TOTAL 25 100% 25
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Division of Apayao
Luna, Apayao

Summative Test No.3

Direction: Write the letter of the correct answer.

1. Animals produce other animals like themselves. This process is called ________.
a. reproduction
b. digestion
c. production

2. Sexual reproduction of animals depends on fertilization, which is ______.

a. the process of mixing fertilizer on soil
b. the union of a sperm coming from the father and an egg coming from the mother to
produce an offspring
c. the process of digesting food

3. There are two basic ways in which sperms and eggs are brought together. They are
internal fertilization which is ________ and the external fertilization.
a. The eggs and sperms are both released into the surroundings.
b. The eggs are hatched.
c. The eggs are retained inside the reproductive organ of the mother.

4. What is external fertilization?

a. The eggs are hatched.
b. The eggs and sperms are both released into the surroundings.
c. The eggs are retained inside the reproductive organ of the mother.

5. Animals develop from fertilized egg cells called _______.

a. egg yolk
b. zygote
c. egg cell

6. Some animals carry the fertilized egg inside their body and have their young ones born
alive.
a. chicks
b. tadpoles
c. piglets

7. Other animals lay their fertilized eggs and the eggs hatch to produce the young ones.
Identify from the following the animals hatched from eggs.
a. fish, insects and birds
b. goats, pigs and cows
c. dogs, cats and horses
8. Which is the correct life cycle of a butterfly?
a. eggs-caterpillar-pupa-butterfly
b. eggs-pupa-larva-butterfly
c. larva-caterpillar-eggs-butterfly

9. When the caterpillar has changed into a pupa, it becomes enclosed in a hard brown case
called ________.
a. egg
b. cocoon
c. larva

10. Which is the life cycle of a mosquito?

a. wrigglers-pupa-eggs-adult mosquito
b. eggs-wrigglers-pupa-adult mosquito
c. caterpillar-larva-cocoon-adult mosquito

11. Identify the life cycle of a frog from the following:

a. eggs-wrigglers-pupa-frog
b. eggs-larva-pupa-frog
c. eggs-tadpole-toads-adult frog

12. How many eggs can a female frog lay at a time in water?
a. 1 to 2,000
b. 2,000 to 6000
c. 1 to 100

13. How much time is needed for a tadpole to develop legs and its lungs?
a. 10 days
b. 2 months
c. 1 year

14. Some insects hatch out eggs looking very much like their parents. Only, they are smaller
in size and their wings are not yet well-developed. As they grow they shed of their skin
many times. This process is called __________.
a. molting
b. reproduction
c. fertilization

15. Eggs for hatching are left in the nest. The mother hen sits on them as they develop.
After three weeks, the eggs break open and the chick comes out. What does the baby
chick do as soon as it comes out of the shell?
a. The baby chick cries.
b. The baby chick runs
c. The baby chick asks for food.

16. Which group of animals spend the first part of their lives in water and settle on land
when they become adults, so that they can live both in water and on land.
a. Mammals
b. amphibians
c. fish
17. When a tadpole is hatched from an egg, it does not have eyes and mouth. It breathes
through its _________.
a. nose
b. fins
c. gills

18. As ________ mature, their tails grow shorter and shorter until they disappear and
become legs.
a. tadpoles
b. mosquitos
c. butterflies

19. How are chickens, ducks, birds and the like useful to us?
a. Their meat and eggs serve as food.
b. Their body-covering is made into clothing materials.
c. They protect us from danger.

20. Which of these animals are harmful?

a. cows, carabaos, goats
b. horses, pigs
c. mosquitos, houseflies, cockroaches

21. In what way are they harmful?

a. They do not provide the food we need in order to live.
b. They are carriers of diseases and sources of infections.
c. They create noise in our surroundings.

22. How can dogs be harmful?

a. Their natural odor can make people sick.
b. They destroy property.
c. When bitten, their rabies can kill the victim.

23. You want to feed the newly born puppies with milk. Why should you be very careful
in doing so?
a. The mother dog is very protective of her young, she might harm you when you go
near them.
b. The newly born puppies do not like milk.
c. The newly born puppies are so tiny that the slightest squeeze can kill them.

24. Why should you avoid keeping cats inside your houses?
a. They eat the food in the kitchen.
b. Their fur, when inhaled, causes asthma.
c. They run after rats.

25. What must you do after cleaning or playing with your pet?
a. Eat a hearty meal.
b. Take a bath and change your clothes immediately.
c. Bring them to parks for a walk.
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Division of Apayao
Luna, Apayao

Table of Specifications (Summative Test No.4)

Objectives No. of % Test

Items Placement

1. Identifies the important parts of a flower needed 4 16% 1-4

for the development of seeds.
2. Explains the role of pollination in sexual 5 20% 5-9
reproduction
3. Describes the fertilization in flowers leading to the 5 20% 10-14
development of seeds and identifies the parts
which develop into fruits and seeds respectively.
4. Identifies the main parts of a seed, their functions 5 20% 15-19
and the factors needed in seed germination.
5. Observes the structures/properties of certain fruits 4 16% 20-23
and seeds and describe how they help in seed
dispersal
6. Describes how some plants reproduce asexually 2 8% 24-25
and ways of propagating plants.
TOTAL 25 100% 25
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Division of Apayao
Luna, Apayao

Summative Test No.4

Direction: Write the letter of the correct answer.

1. We are generally attracted to a flower by its color. What is the colored part of a
flower?
a. petals
b. stamen
c. pistil

2. When you remove the petals of the flower, you can easily see pistil. What is the pistil
for?
a. It is the sticky part which receives the pollen grains.
b. It is the female reproductive organ of the flower.
c. It is the male reproductive organ of the flower.

3. All, except ______ are parts of the pistil.

a. stigma
b. style
c. anther

4. What is the male reproductive organ of the flower?

a. pistil
b. stigma
c. stamen

5. What is pollination?
a. It is the process of reproducing animals sexually.
b. It is the process of reproduction in plants.
c. It is the process of digesting food in plants.

6. How do plants reproduce by pollination?

a. The seed is formed by the union of pollen tube and an ovule.
b. A fertilized egg is formed by the union of a sperm and an egg cell.
c. Through pollination, plants give birth to young plants.
7. What is self-pollination?
a. It is the transfer of pollen grains from the anther of the flower of the plant to the
stigma of the flower of another plant.
b. It is the union of pollen grains and the ovules in the anther.
c. It is the transfer of pollen grains from the anther of the flower of the plant to the
stigma of the flower of the same plant.

8. What is cross-pollination?
a. It is the process of when plants manufacture their own food.
b. It is the transfer of pollen grains from the anther of the flower of the plant to the
stigma of the flower of another plant.
c. It is the union of pollen grains and ovules in the anther.

9. The best pollinators are _____.

a. man and water
b. birds and wind
c. butterflies and bees

10. When does fertilization in flowers take place?

a. Fertilization in flowers take place when the sperm cells from the pollen’s anthers
joins the egg cells in the ovule.
b. When the egg cells are transferred to the stamen, fertilization in flowers takes
place.
c. When new seedlings rise, the process of fertilization in flowers is taking place.

11. What part of the pistil has cells on its surface that produces a sticky liquid made of
sweet substances and which attracts insects to pollinate them?
a. filament
b. corolla
c. stigma

12. When a pollen grain gets stuck to the sticky substance, a _______ develops from the
pollen grain which allows the sperm cells to be transferred to an ovule in the ovary.
a. tube
b. flower
c. seed

13. After the ovule is fertilized, it hardens and becomes a _______.

a. leaf
b. flower
c. seed

14. Immediately after the fertilization in flowers, the ovary ripens into a _____.
a. flower
 b. fruit
c. leaf

15. What is the protective covering of the seed called?

a. cotyledons
b. testa or seed coat
c. embryo

16. What are the two big fleshy parts of the seed which provide food for the embryo?
a. cotyledons
b. plumule
c. embryo

17. Seeds sprout into new plants when there is adequate supply of ______ to be able to
get the energy from the seed’s food supply.
a. carbon dioxide
b. hydrogen
c. oxygen

18. What does the seed need in order to release energy from the food?
a. air
b. water
c. sunlight

19. At the right ________, the food stored in the cotyledons passes through the growing
regions of the embryo.
a. water
b. air
c. temperature

20. Which of these fruits break open naturally when ripe?

a. monggo, camachile
b. papaya, banana
c. apple, oranges

21. Seeds _______ shape, size, hardness and weight.

a. have the same
b. do not have
c. differ

22. What special structures do milkweeds and talahib seeds have that makes wind disperse
them easily?
a. They are very small and light.
b. They have feathery appendages.
 c. Milkweeds and Talahib seeds are fleshy and have sense mechanisms.

23. The coconut seed has a husk which has many _______ and a protective outer covering
that enables it to float on water.
a. feathery appendages
b. airspaces
c. sense mechanisms

24. Plants that do not develop from seed are reproduced _______.
a. sexually
b. by pollination
c. asexually

25. Which of these plants are reproduced asexually?

a. camote, kangkong, lily, ginger
b. mango, chico, papaya
c. corn, palay
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Division of Apayao
Luna, Apayao

Table of Specifications (Summative Test No.5)

Objectives No. of % Test

Items Placement

1. Shows how mixtures are formed 5 20% 1-5

2. Describes ways of separating mixtures 5 20% 6-10
3. Shows that some solid materials can be dissolved 4 16% 11-14
in some liquids and identifies solids that can be
dissolved and liquids that can dissolve solid
materials
4. Defines solvents and solutes 5 20% 15-19
5. Observes that some solvents can dissolve faster 5 20% 20-21
than others
6. States that water is a universal solvent 1 4% 25
TOTAL 25 100% 25
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Division of Apayao
Luna, Apayao

Summative Test No.5

Direction: Write the letter of the correct answer.

1. How is a mixture formed?

a. when at least 2 substances are combined
b. when combined substances are separated
c. when a particular substance is divided into tiny pieces

2. When substances are mixed, _______ takes place.

a. no physical changes
b. no chemical reaction
c. chemical reaction

3. Mixed substances _______.

a. do not retain their properties
b. change their properties
c. retain their properties

4. Mixtures can be ______ after being combined.

a. separated
b. broken
c. cut
5. ________ substance is formed in mixtures
a. Mixed
b. No new
c. New

6. Mixtures are separated _____________.

a. physically
b. chemically
c. by themselves

7. ______________ is a way of separating mixtures by using a wire or plastic net on

a frame.
a. Decantation
b. Sieving
c. Filtration
8. Through ________, substances in mixtures are separated by heating.
a. sieving
b. decantation
c. evaporation

9. Pouring liquid out of a container and leaving the heavier particles inside it is one
way of separating mixtures. This process is called _______.
a. decantation
b. sieving
c. evaporation

10. ___________ is the process of separating mixtures through the use of magnets.
a. Filtration
b. Magnetism
c. Decantation

11. What happens to sugar when placed in water?

a. Sugar evaporates.
b. Sugar remains in solid form.
c. Sugar is dissolved.

12. __________ is how much a substance will dissolve in liquid.

a. Solubility
b. Fertility
c. Chemical reaction

13. Which of these substances, when mixed with water is partially soluble?
a. flower
b. flour
c. paper

14. Identify from these solids, the substance which is not soluble in water.
a. spoon
b. instant coffee
c. powdered milk
15. What are solvents?
a. Solvents are the dissolved substances.
b. It is a mixture.
c. A solvent is the substance in a solution.

16. What is a solute?

a. Solutes and solvents are similar.
b. A solute is the dissolved substance in a solution.
c. Solutes are the dissolving substances in a solution.
17. Which is the solute in salt-water solution?
a. water
b. salt
c. salt and water

18. Which is the solvent in vetsin-water solution?

a. water
b. vetsin
c. vetsin and water

19. Which of these substances is solvent?

a. soil
b. soy sauce
c. seed

20. Which of the solvents can dissolve powdered milk fast?

a. glass of oil
b. glass of paint
c. glass of water

21. Which of these solvents can dissolve solutes at the slowest rate?
a. cup of paint
b. cup of water
c. cup of gasoline

22. Mother mixed a cup of flour in a glass of water. Lola Paring mixed a cup of cocoa
powder in a pot of coconut milk. Whose solvent dissolved the solution the fastest?
a. Mother’s
b. Lola Paring’s
c. Both solvents

23. Whose solvent dissolved a solute at a slower rate?

a. Mother’s
b. Lola Paring’s
c. Both solvents

24. Which of these statements is true?

a. Solvents dissolve solutes at the same rate.
b. Solvents cannot dissolve solutes.
c. Some solvents dissolve faster than others.

25. Why is water called the universal solvent?

a. Water is dissolved by anything.
b. Water can dissolve almost any substance.
c. Water cannot dissolve any substance.