South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022.

ISSN 2675-5459

Frayer model: a strategy to improve the science vocabulary of grade 9 students of

bagbag national high school

DOI: 10.46932/sfjdv3n3-031

Received in: March 22nd, 2022

Accepted in: April 21st, 2022

Rosalina Cordova Sacapaño

Bachelor in Secondary Education Major in math
Institution: Bagbag National High School
Address: Bagbag II, Rosario Cavite, Philippines
E-mail: [email protected]

Ferdinand M. de Castro
Master in Secondary Education
Institution: Bagbag National High School
Address: Bagbag II, Rosario Cavite, Philippines
E-mail: [email protected]

ABSTRACT
PURPOSE This study aimed to investigate the effectiveness of Frayer Model a strategy to improve the
Science vocabulary of Grade 9 students of Bagbag National High School in Rosario Cavite. DESIGN/
METHODOLOGY/ APPROACH This study used Quasi – Experimental method utilizing the two-group,
control group and treatment group, pre-test- post-test design. The chosen participants were sixty (60)
students of Grade 9 students of Bagbag National High School. The assessment of the result was conducted
through a posttest given to the participants only. T-test is used for two sample means, average means and
standard deviation were used to compare the results of the pre-test and post-test. FINDINGS There was a
significant difference between the post-test results of the two groups. It means that experimental group
has higher test result in Science after being exposed to Frayer Model than the control group. Thus the
experimental group performed better than the control group. And also there were a significant difference
between the gain scores of the control group and experimental group. The gained score of experimental
group were greater than the control group which means that experimental group under Frayer Model was
effective. Research Limitation and Implication: Frayer Model focused only on enhancing science
vocabulary through the use of graphic organizers and its impact on the achievement level of the student
on the Science subject. The Researcher of the study recommends some ways in modifying the use of
Frayer Model, depending on the topic needed. The whole study focused on the competencies of the second
quarter. Originality/ Value: The study focused on how the Science achievement level learning outcome
assessment result can be increased through Frayer Model.

Keywords: frayer model , vocabulary enhancement, graphic organizer.

1 CONTENT AND RATIONALE

Nowadays, students have difficulties in building vocabulary of certain topic in science. Although
it may sound simple, it is hard to actually foster an atmosphere in which students are not repressed to ask
questions to the authority, because they fear reprisal or embarrassment. As a result, teachers monopolize
the classroom discussion which lead to low performance in science.
3419
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

.In recent years, a great deal of needed attention has been finally given to academic vocabulary
and disciplinary literacy. To contribute to this body of knowledge, we believe it is critical to examine how
the complex relationship between vocabulary and comprehension may be addressed in secondary content
area classrooms, given the unique nature of the academic vocabulary students encounter daily in school
(Harmon & Wood, 2018). Kennedy described learning activity as learners involve with the content and
encourage cognition. Interactivity is the continuous dynamic interplay between events, functional
interactivity or the students’ actions and their cognitive interactivity cognition. (The Herridge Group,
2004).
It is said to be interactive when there should be an interaction of the learner or the learner has
something to do whether it is of poor or good quality interactivity. Mind and body activities should always
be engaged, for example open questions, simulations, instructional games, tools and calculators.
(elearningguru, 2004).
The simplest way to promote interactive learning in the classroom is to maintain a teaching style
that encourages healthy debate between students and the teacher. The development of true critical-
thinking skills however requires just such an open and honest exchange of ideas.
One of the strategies is Frayer model; wherein it promotes critical thinking; can be used
individually, in small groups, or whole group; draws on students’ prior knowledge and creates a visual
reference to compare examples. In a discussion, students contribute through analyzing problems and
thinking of possible solutions. This way of getting their attention is to motivate them to embrace the
learning process (ANN B. et. al2019).
As cited in Vocabulary strategy – Frayer Model. The purpose of the Frayer Model (Frayer, 1969;
Buehl, 2001) is to identify and define unfamiliar concepts and vocabulary. Students define a
concept/word/term, describe its essential characteristics, provide examples of the idea and suggest non
examples of the idea (knowing what a concept isn’t helps define what it is). This information is placed on
a chart that is divided into four sections to provide a visual representation for students. According to Shore
et al. ( 2015). Two of the strategies that influence retention of science vocabulary words among 7th grade
students are drawing pictures and talking about the definition of the terms were developed to involve the
students in more constructive and interactive exercises when compared to the technique that was in
common use copying definitions from the back of the textbook. The model prompts students to understand
words within the larger context of a reading selection, as it asks students to analyze the concept/word
(definition and characteristics) and then synthesize or apply this information by thinking of examples and
non-examples. It also activates prior knowledge of a topic and builds connections.
Although the strategies are not unique to each individual content area, they are often adapted for
use in a specific discipline. According to Armstrong et al (2018), mathematicians use mathematical
3420
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

language to make sense of new ideas and information and to organize that information in a specialized
way. Content literacy strategies can help mathematics students accomplish these goals. And one of the six
practical strategies to help build students' content skills in the mathematics classroom is the Frayer model.
In the study of Estacio, D. R. & Martinez, O. D. (2017) it provides a meaningful information about
the use and effects of a Modified Frayer Model in developing student’s scientific vocabulary. The results
of the study support the claims of researches about the effect of Frayer Model in developing and improving
student’s vocabulary. In addition, the study provides a significant finding on how the Modified Frayer
Model helps and improves the teaching-learning process, and integrating the Modified Frayer Models in
teaching as instructional material and formative assessment tool has a great impact in developing student’s
scientific vocabulary and academic performances.
Thus, this study aimed to engaged all the learners in the discussion and let them participate actively
in different activities which were related to certain topic. Students where be able to cope with their
learning difficulties or weaknesses as they developed their assets and acquire more knowledge by
interacting with the teacher and also other students that lead to improve their science performance. To
increase literacy in science, students must learn how to derive the meaning of unfamiliar words. (Tamara,
2007)

2 PROPOSED INNOVATION, INTERVENTION & STRATEGY

Table 1. Intervention and Strategy

Title of Innovation Intervention Strategy
Utilization the use of Frayer Vocabulary Frayer Model
Model (graphic organizer ) Enhancement Activity

The idea of this study focused on the effectiveness of Frayer Model in Improving the science
vocabulary of Grade 9 students of Bagbag National High School in Rosario, Cavite. After the study, the
intervention was conducted to the selected students using the Frayer Model strategy. Therefore, the Frayer
Model strategy is employed. Adapting a tool called the Frayer Model, the activity guides students in
developing a conceptual understanding of news by creating a definition, listing essential characteristics,
and coming up with examples and non-examples (Bowe 2019).

3 ACTION RESEARCH QUESTIONS

This study aimed to determine the effectiveness of Frayer Model in Improving the science
vocabulary of Grade 9 students of Bagbag National High School in Rosario, Cavite.
Specifically, this study sought to answer the following question:
1. What are the results of pre-test of the two groups?
3421
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

2. Is there a significant difference between the pre-test of the two groups?

3. What are the results of post-test of the two groups?
4. Is there a significant difference on the post test results of the two groups after implementing the
Frayer model?
5. What is the gain score of the two groups after the implementation?

4 ACTION RESEARCH METHODS

This study employed the quasi – experimental design utilizing the two-group, control group and
experiment group, pre-test- post-test design. The chosen participants were sixty (60) students of Grade 9
students of Bagbag National High School. Competencies for the 2nd quarter were considered on making
the material. Other competencies of Grade 9 level were not considered due to time constrain.

A. Participants and / or other Sources of Data and Information

Participants – Two heterogeneous section were group as control (30 students) and experimental
group (30 students). The respondents of this study were randomly selected from two section of Grade 9
students St. Anthonty and St. Matthew of the said institution.

B. Data Gathering Methods

Instrument - In order to obtain the appropriate outputs, a pre-test and a post-test were used as the
main instrument of the study. The result of the post- test was used to measure the performance of the
learners. The instrument is composed of 30 item tests was selected from the questions provided on Grade
9 Learner’s Module given by the Department of Education. This instrument was used in pre-test and post-
test.
Validation- The pre-test-post-test instrument were taken from the items in the assessment of
Department of Education (DepEd) Learning Manual. However, the test was edited and revised to
implement the scope of the topics covered in this study. That is why this test is assumed to be valid and
reliable and needs no validation.
Administration- Two heterogeneous sections were grouped as control and experimental groups.
Both control and experimental groups were given pre-test. This two group are handled by same teacher to
avoid bias. The control group taught by conventional approach while the experimental group used the
intervention the Frayer Model, to enhance their science vocabulary. At the end of the implementation,
both groups were given post-test to find out if there is a significant difference in the science performance
of the learners in the control and experimental groups.

3422
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

Treatment of Data – The data generated from the research instrument were recorded, analyzed
and interpreted using appropriate statistical tools. Numerical values were assigned in measuring the
variables for statistical computation and subsequent analysis. The pre-test and post-test results of this
study were scored and interpreted based on the following using Likert Scale.

Table 2. Likert Scale

Score Interpretation
25-30 Very High
19-24 High
13-18 Average
7-12 Low
1-6 Very Low

The research is quantitative in nature following the descriptive design which aims to describe the
science achievement level of the students. Data gathered from the participants will be analyze through the
use of different statistical analysis and treatment of analyzing the data. Table summarizes the statistical
treatment that utilized for each research question posed for the study.

Table 3. Summary of Statistical Treatments for each Research Question.

Research Question Statistical Treatment
1. What are the results of pre-test of the two Descriptive Analysis using Average and Standard
groups? Deviation
2. Is there a significant difference between the Test of Significance for Difference Between Two
pre-test of the two groups? Means using t-test
3. What are the results of post-test of the two Descriptive Analysis using Average and Standard
groups? Deviation
4. Is there a significant difference on the post
Test of Significance for Difference Between Two
test results of the two groups after
Means using t-test
implementing the Frayer model?
5. What is the gain score of the two groups Test of Significance for Difference Between Two
after the implementation? Means using t-test

5 DISCUSSION OF RESULTS AND REFLECTION

A. Data Analysis and Interpretation
1. What are the results of the pre-test of the two groups?

Table 4. Score Distribution of the Pre-test of the Control Group

Control Group
Score Frequency Percentage Interpretation
6-10 15 50 Low
1-5 15 50 Low
30 100
X1 = 6.60 ( Low)

Table 4 shows that the result of the pretest of the control, group which has a mean of 6.60 is low.
This means that the knowledge of the subjects under the control group in the pre-test was low which
3423
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

indicates that they lack scientific abilities towards the learning competencies covered in Grade 9
Chemistry.

Table 5. Score Distribution of the Pre-test of the Experimental Group

Experimental Group
Score Frequency Percentage Interpretation
6-10 15 50 Low
1-5 15 50 Low
30 100
X1 = 6.30 ( Low)

As shown on table 5, the experiment group got a mean score of 6.30 which means low. This means
that the pre- test performance of the subject before they had been exposed to Frayer Model was low. This
indicates that the learners had poor knowledge regarding the learning competencies in Grade 9 Chemistry
before exposing them to the treatment set up.

2. Is there a significant difference between the pre-test of the two group?

Table 6. Computation of the t-test comparing the Pre-test Results of the Control and Experimental Groups.

Group Statistics
VAR00002 N Mean Std. Std. Error Mean
Deviation
control_group 30 6.6000 1.97571 .36071
VAR00001 experimental_gro
30 6.3000 2.05359 .37493
up

Independent Samples Test

Levene's Test t-test for Equality of Means
for Equality of
Variances

F Sig. T df Sig. (2- Mean Std. 95% Confidence

tailed) Differen Error Interval of the
ce Differen Difference
ce Lower Upper
Equal variances
.228 .635 .577 58 .566 .30000 .52028 -.74145 1.34145
VAR000 assumed
01 Equal variances 57.91
.577 .566 .30000 .52028 -.74148 1.34148
not assumed 4

Table 6 shows the pre-test results of both the control and experimental group were computed and
compared using the t-test independent sample. The control group had an average of 6.60 while the
experimental group had 6.30 with a mean difference of 0.30. The t-test for independent samples was used
to determine whether the two groups were equal in terms of science performance. The computation
revealed that the p value is 0.57 value at 0.05 level of significant with 58 degree of freedom. Therefore,
there is no significant difference between the pre-test results of the two groups. It implies that the learners
3424
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

are best subject for the experimentation because they are equal in terms of scientific ability and the both
lacked of knowledge on the subject. It shows that their performance during the pre-test is interpreted as
low which suggest that the scientific skills toward the learning competencies covered should be improved.

3. What are the results of the post-test of the two group?

Table 7. Score Distribution of the Post-Test of the Control Group

Control Group
Score Frequency Percentage Interpretation
25-30 0 0.00 Very High
19-24 5 16.67 High
13-18 24 80.00 Average
7-12 1 3.33 Low
1-6 0 0.00 Very Low
30 100
X1 = 16. 50 ( Average)

Based on the findings presented above table 7, the group taught using conventional teaching
strategy got an average performance in the posttest with a mean score of 16.50.

Table 8. Score Distribution of the Post-Test of the Experimental Group

Experimental Group
Score Frequency Percentage Interpretation
25-30 11 36.67 Very High
19-24 17 56.67 High
13-18 2 6.66 Average
7-12 0 0.00 Low
1-6 0 0.00 Very Low
30 100
X1 = 23. 00 ( High)

As shown on table 8, the experimental group got a mean of 23.00 which was interpreted as high.
This means that the results of the post-test of the subject under Frayer Model is good.

4. Is there a significant difference on the post test results of the two groups after implementing the Frayer
model?

Table 9. Computation of the t- test comparing the Post Test of Control and Experimental Groups
Group Statistics
VAR00002 N Mean Std. Deviation Std. Error Mean
control_group 30 16.5000 2.56972 .46916
VAR00001
experimental_group 30 23.0000 3.08500 .56324

3425
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

Independent Samples Test

Levene's Test for t-test for Equality of Means
Equality of
Variances
F Sig. t df Sig. (2- Mean Std. 95% Confidence
tailed) Differen Error Interval of the
ce Differen Difference
ce Lower Upper
Equal -
- - -
variances 2.094 .153 8.86 58 .000 .73305
6.50000 7.96735 5.03265
VAR assumed 7
00001 Equal -
56.1 - - -
variances not 8.86 .000 .73305
65 6.50000 7.96837 5.03163
assumed 7

The control group had an average of 16. 50 while the experimental group had 23. 00 with a mean
difference of 6.500. The results showed that the p value is .000 at 0.05 level of significance with 58 degrees
of freedom. Therefore, there was a significant difference between the posttest result of the two groups. It
means that the experimental group has higher test results in science after being exposed to Frayer model.
Thus, experimental group performed better than the control group.

5. What is the gain score of the two groups after the implementation?
Table 10. Computation of the t- test comparing the Gain Score of Control and Experimental Groups
Group N Mean Mean Mean P value Interpretation
difference ( difference
Pre- Post) (CG- EG)
Control 30 Pre- test –
6.60
Post -test – -9.90
16.50
6. 80 .000 Significant
Experimental 30 Pre- test -6.30 -16.70
Post – test-
23.00

The gain score of the control group and the experimental group were computed using t – test to
determine if there is a significant difference between the two groups. The mean score of control group
was 9.90 while the experimental is 16.70 with a mean score of 6.800. The results revealed that the p value
is .000 at 0.05 level of significance with 58 degrees of freedom. This means that there is a significant
difference between the gain scores of the control group and experimental group. The gain score of
experimental groups is greater than the control group which means that experimental group under Frayer
Model is effective.
Findings
1. There was a significant difference between the post-test results of the two groups. It means that the
3426
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

experimental group has higher test results in science after being exposed to Frayer Model. Thus,
the experimental group performed better than the control group.
2. There is significant difference between the gain score of control group and experimental group.
The gain score of experimental group is greater than the control group which means that
experimental group under Frayer Model is effective.
This study identified that the results provides an understanding of the effectiveness of Frayer
Model in science achievement among Grade 9 students of Bagbag National High School. In general, the
findings suggest that the implementation of Frayer Model effectively improves the science achievement
in Bagbag National High School. Also, it shows that it increased the scientific abilities of the grade 9
students that enhances their critical thinking, analyzing problems and thinking of possible solutions.

6 ACTION PLAN
Programs/ Projects Objectives Strategies/ Person Target Expected Source of
Activities Involved Date Outcomes Fund
In – Service Prepare and Conduct in - Bagbag May Almost 100 % of School
Training and Orient the service National 2020 Bagbag NHS Fund/ LGU
Orientation on science training High science teachers Fund
Frayer Model teachers on program for School knowledgeable
Frayer Model science science and well oriented
teachers on teacher on Frayer Model
Frayer Model
Implementation of Promote the Conduct in Bagbag June Improves the School
Frayer Model use of Frayer service National 2020 science Fund/ LGU
Model as a training High achievement of the Fund
teaching program for School students
strategy among science science
students teacher on teacher
Frayer Model
Innovation Prepare Conduct in Bagbag April Frayer Model with School
Innovation of service National 2021 Innovation Fund/ LGU
Frayer Model training High Fund
program for School
science science
teacher on the teacher
innovation of
Frayer Model

3427
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

REFERENCES

ANN B. and Thomas L. Friedman Family Foundation and Carnegie Corporation of New York ,2019. All
about Adolescent Literacy Resources for parents and educators of kids in grade 4 – 12, Retrieve from
http://www.adlit.org/strategies/22369/

Bowe, Brian J., 2019 Separating Real from Fake: Building News Literacy with The Frayer Model, Journal:
Communication Teacher, v33 n4 p256-261 retrieve from Eric. EJ1224643

Estacio, D. R. & Martinez, O. D. (2017). The use of modified frayer model in developing science
vocabulary of senior high school students. New Trends and Issues Proceedings on Humanities and Social
Sciences. 4(1), pp 36-42. retrieve from: www.prosoc.eu

Harmon, Janis; Wood, Karen, 2018. The Vocabulary-Comprehension Relationship across the Disciplines:
Implications for Instruction, Journal: Education Science, v8 Article 101, retrieve from Eric, EJ1200166

Iwasiw Tamara ( 2007) ,” The language of Science: Vocabulary Instruction in The Inclusion Classroom”.
Mathematical and Computing Sciences Master. Paper 32 Shore, Rebecca; Ray, Jenna; Gooklasian, Paula
2015, Applying Cognitive Science Principles to Improve Retention of Science Vocabulary,Journal:
Learning Environments Research v18 n2 p233-248, retrieve from Eric. EJ1064593

The Herridge Group (December 2004)The Use of Traditional ISD Models for
eLearningRetrievefromhttp://www.personal.psu.edu/faculty/s/j/sjm256/portfolio/professional/Candidacy
/ISDposition.pdf.

Interactive Technique from (http://www.ehow.com/list_6008319_interactive-learning-strategies.html)

Definitions (2004) Retrieve from: elearningguru.com/gloss.htm. FrayerModel Tool retrieve from:

http://www.theteachertoolkit.com/index.php/ tool/frayermodel

Frayer Model- Vocabulary Retrieve from https://www. nbss.ie/sites/default/files/ publications/frayer

model vocbulary strategy_handout_copy_3.pdf)

Vocabulary Strategy- Frayer Model,National Behaviour Support Service( NBSS) 2019

https://www.nbss.ie/sites/default/files/publications/frayer_model_-_vocabulary

3428
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

COST ESTIMATES
The researchers allocated the following finances during the time of the study;

Printing of tools for FM P 100

Photocopy of questionnaire 80
Materials for Printing of Research Paper 150
Total P 330

APPENDIX A
The Gant chart given below was the schedule of activities followed by the researcher during the
conduct of the study, wherein it covered a duration of 4 months to finished the study.
Activities July August September October
Identification of
Research Problem
Gathering of
Literature
Writing the
Research Proposal
Preparation of
instrument
Conduct of the
research
Treatment of Data
Writing the research
paper
Submission of
research paper

APPENDIX B
The Frayer Model ( Graphic Organizer) Sample

Module 1. Electronic structure of Matter Atomic

LC: Describe how the Bohr model of the atom improved Rutherford’s atomic model
Code: S9MT-IIa-21
3429
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

Definition Characteristics

Ernest Rutherdford
(Scientist)

Findings Illustration/ atomic model

Definition Characteristics

Niels Bohr
Scientist

Findings Illustration/ atomic model

LC 2. Explain how the Quantum Mechanical Model of the atom describes the energies and positions of the electrons
Code: S9MT-IIa-22

Definition Characteristics

Quamtum
Mechanical Model

Findings Illustration of atomic model

LC. Explain the formation of ionic and covalent bonds

Code: S9MT-IIa-13

3430
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

Definition Characteristics

Chemical Bond

Examples Non-example

Definition Characteristics

Metals

Examples Non-example

Definition Characteristics

Non-Metal

Examples Non-example

LC. Recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness,
polarity, and electrical and thermal conductivity.
Code: S9MT-IIb-14

3431
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

Definition Characteristics

Ionic Bond

Examples Non-example

Definition Characteristics

Covalent Bond

Examples Non-example

LC 6: Recognize the general classes and uses of organic compounds

Code:S9MT-IIh-18

Definition Characteristics

Organic
Compound

Examples Non-example

3432
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

APPENDIX C
INSTRUMENT
BAGBAG NATIONAL HIGH SCHOOL
Bagbag II, Rosario, Cavite
Direction: Read the items carefully. Choose the letter of your BEST answer.
1. On the basis of Rutherford’s model of an atom, which subatomic particle is present in the nucleus
of an atom?
A. Proton and Electron C. Neutron and Electron
B. Proton and Neutron D. Proton only
2. According to Bohr’s Theory, once that the electron from the lower energy level moves to higher
energy level, the electron will absorb the energy. What do you think will happen if the electrons
from the high energy level moves to a lower energy level?
A. It remains the same.
B. It will also be absorbed energy.
C. It will emit energy in form of light.
D. This process is not possible.
3. Quantum mechanical model gives information about energy of the electron. Nonetheless, these
models also describe the region of space around the nucleus which is called the shells. What do
you think are the sublevels of these shells?
A. s only C. s, p, d, and f
B. s, p, and f D. s, and p only
4. If the number of electrons in every energy level is calculated by using the formula 2N2, where N
represents the number of electrons, how many electrons can the 3rd energy level must have?
A. 18 electrons C. 2 electrons
B. 24 electrons D. 8 electrons

5. Which of the following is the correct electron configuration on Magnesium if its atomic number is
12?
A. 1s2 2p2 2s6 C. 1s2 2s2 2p6 3s2 3p6
B. 1s2 2s2 2p6 3s2 D. 1s12
6. Who proposed the probability that electrons will be found in certain location around the nucleus of
an atom?
A. Neils Bohr C. Erwin Schrodinger
B. Ernest Rutherford D. J.J Thomson
7. Which atom has an electron configuration of 1s22s22p63s23p6?
A. He B. Ar C. Ne D. Xe

3433
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

8. What is the electron configuration of Gallium?

A. 1s22s22p63s23p54s23d104p1
B. 1s22s22p63s23p64s23d104p1
C. 1s22s22p63s23p64s23d94p2
D. 1s22s22p63s23p54s23d104p2

9. Which of the following atomic structure shows the planetary model proposed by Neils Bohr?

A B C D

10. Which among the following shows that an atom is stable?

A. Having 2 valence electrons
B. Having 6 valence electrons
C. Having 4 valence electrons
D. Having 8 valence electrons
11. In every atom there are electrons located in their outermost shell. What do you call the electrons
found in the outermost shell of the atom?
A. Share electron C. Valence electron
B. Excess electron D. Outermost electrons
12. Which of the following refers to the distribution of electrons within the orbitals of the atoms of an
element?
A. Excited state C. electron configuration
B. ground state D. atomic orbitals

13. Why do atoms react with one another to form chemical bonds?
A. To attain stability C. To form compounds
B. To form molecules D. To produce ions
14. Magnesium bromide is an ionic compound with the chemical formula MgBr2. What does the “2”
tell you?
A. There are two magnesium ions to every bromide ion.
B. There are two bromide ions for every magnesium ion.
C. Bromide has a 2+ charge Bromide has a 2 charge.
D. Bromide has a 2 charge.
15. Which of the following is a characteristic property of ionic compounds?
A. They have low boiling points
B. They have low melting points.
C. They have high melting and boiling point.

3434
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

D. They have high melting point and low boiling point.

16. What is the difference between non-polar and polar covalent bond?
A. The electronegativity difference for non-polar covalent bond is 0.4 and below while polar covalent
bond is 0.5 to 1.7

B. The electronegativity difference for non-polar covalent bond is 0.4 and below while polar
covalent bond is 0.5 and above.

C. The electronegativity difference for non-polar covalent bond is 0.5 and below while polar covalent
bond is 0.5 and above

D. The electronegativity difference for non-polar covalent bond is 0.5 and below while polar
covalent bond is 0.5 and 1.7.

17. Which of the below elements will most likely form an Ionic Bond?
A. Ne and Cl B. Li and Mg C. Cs and O D. P and O
18. What does a double bond signify?
A. two pairs of electrons shared between two atoms
B. two pairs of electrons shared between four atoms
C. a bond between two atoms
D. one pair of electrons shared between two atoms
19. In which of the following molecular compounds are all the bonds single bonds?
A. NH3 B. SO C. CO2 D. N2
20. Metal such as gold combines with non-metal which is fluorine. When the two of them reacts what
do you think will form?
A. An ionic compound C. A low melting points
B. A covalent compound D. Water molecule
21. In the chemical formula for an ionic compound, which comes first?
A. Subscript C. Anion
B. Cation D. Superscript
22. Which of the following BEST describe about the properties of metals?
A. low ionization energy and good electrical conductivity
B. low ionization energy and poor electrical conductivity
C. high ionization energy and good electrical conductivity
D. high ionization energy and poor electrical conductivity

23. Which of the following sets of elements is arranged in order of decreasing electronegativity?
A. Be, C, N C. Br, Cl, S
B. F, B, O D. Cl, S, Se

3435
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

24. In chemical bonding, we have ionic and covalent bonding, which one of them shared its electron
and one of it transferred its electron. What do you call a type of bond share electrons between
atoms?
A. Ionic Bond C. Elemental Bond
B. Metallic Bond D. Covalent Bond
25. How does ionic bonding take place?
A. Two non-metallic elements of different kinds form strong forces of attraction.
B. Two non-metallic elements of the same kind form strong forces of attraction.
C. A non-metallic element like fluorine is attracted to a metallic element like sodium.
D. A metallic element like sodium transfers an electron to a non-metallic element like
fluorine.

26. Which of the following organic compounds is NOT volatile?

A. kerosene B. acetone C. oil D. all of the above

27. Which of the following statements BEST describe organic compounds?

A. Organic compounds are compounds that contain carbon and oxygen only
B. Organic compounds are compounds that contain carbon atoms only
C. Organic compounds are composed mainly of carbon and hydrogen
D. Organic compounds are compounds that are produced by living things

28. Which of the following describe the physical property of matter whether it is solid, liquid or gas?
A. Flammability C. Phase
B. Viscosity D. Volatility

29. Which of the following terms refers to the measure of fluid’s resistance to flow?
A. Phase C. Volatility
B. Viscosity D. Flammability

30. Which are TRUE about the use of ethyl alcohol?

I. Food
II. Disinfectant
III. Fuel
IV. Fertilizer

A. I & II Only C. II & III Only

B. III Only D. I, II & III

3436
South Florida Journal of Development, Miami, v.3, n.3. p.3419-3437, may./jun., 2022. ISSN 2675-5459

APPENDIX D

RESPONDENT

CONTROL GROUP ( GRADE 9 ST. MATTHEW)

Boys Girls
1 Accangan,Jhenray Jim Binwag 1 Abilong, Jaylyn Francisco
2 Bercilla, John Michael Rivera 2 Balmes, Trixie Anne
3 Custodio, Jazs Jury Borja 3 Bautista, Mae Ashley Barce
4 Garcia, Jeric Gelera 4 Campuspos, Jen Carmeelane Gallega
5 Gojit, Arcadio III Guijo 5 Corsena, Jamilah Triveles
Homeres, Raymond Martin de
6 Guzman 6 Dayrit, jane Irish Ojas
7 Macalinao, William Trinidad 7 Dimapilis, Romelyn Manimtim
8 Mendoza, Russel Camama 8 Dominos, Christine Joy Valenzuela
Molina, King Ashley Jerome
9 Cantoria 9 Ebuenga, Angelica Felisilda
10 Natividad, Jake Aidren Marquez 10 Gargar, Mary Rose Ventura
11 Nocon, Robbie Abutin 11 Ibasan, Glena Pandagdagan
12 Lapitan, Geann Shane Donor
13 Latade, Kathley Harvey Montero
14 Marciano, Raezell dela Cruz
15 Mercado, Irish Alde
16 Morales, Rochelle Comintan
17 Sajol, Joci Gawat
18 Sipat. Ericka Jen Merlan
19 Sison, Hazel Anne

EXPERIMENTAL / TREATMENT GROUP ( GRADE 9 ST. ANTHONY)

Boys Girls
Barredo, Edmhar 1 Aquino, Shella Mae Dematillo
Cajegas, Jasper Raven Maglian 2 Bautista, Karen Jade Alip
Cayarian, Charles Andrei Mejia 3 Bermudo, Nikka Mae Ebordo
Convento, Nash David Batula 4 Buhain, Rose Allaine
Duro, Melvin Jay Espino 5 Cama, Rezell Ann Mendoza
Ibañez, Jericho Asahan 6 Corpuz, Francine Nicole Echague
Napari, Jayson Leyson 7 Dayrit, Isabela Mae Cawayan
Nonay, Alejandro III Sinugbuhan 8 Dimaliwat, Arlyn D.
Onava, Paul Vincent Luis 9 Gonzales, Sophia Denise Sortonio
Pagad, Aljon Butaslac 10 Leonizo, Kim Rosalyn Sanneco
Sorne, Marc Adrian 11 Libed, Janalyn Ligencio
Turalde, Jaylance Buenviaje 12 Mañabo, Alexandra Shyne
13 Marapoc, Jenny Fe Reontoy
14 Paulite, Kryzly Melendres
15 Pregoner, Stella Mariz
16 Prias, Krizalyn Gonzales
17 Reñono, Sofia Heaven Sanchez
18 Sanchez, Ellaine Camposanto

3437