Date of Publication

7-2025

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Biology

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Sally B. Gutierez

Defense Panel Chair

Voltaire Mallari Mistades

Defense Panel Member

Denis Dyvee R. Errabo
Frederick Torralballa Talaue

Abstract/Summary

This study explored how Tiered Learning Stations (TLS) supported Grade 10 students in constructing scientific explanations and participating productively in science lessons. Conducted in a secondary school in BC, Canada, the school followed the BC curriculum, which emphasizes the development of students' core competencies. To examine this, a multiple case study approach was employed, focusing on three students with varying CEFR levels. Namely, Student A (C2), Student B (B1), and Student C (A2) were selected to represent active, passive, and non-verbal participation styles, respectively.

Using the exploratory qualitative approach, a multiple case analysis of three (3) students with different participation levels (active, passive, and no participation) was the main focus of this study. The data included audio and video recordings, student worksheets, surveys administered to the students, and observation notes. These were thematically analyzed using the constant comparison method with a priori themes from literature on the different levels of participation and the criteria for good scientific explanation.

Findings showed that TLS provided flexible learning opportunities suitable for each student’s strengths and language proficiency. Student A regularly participated in group tasks, which helped her produce well-developed explanations. Student B showed limited participation but became more active in Lesson 3, where her verbal contribution aligned with her strongest written explanation. Student C, although silent throughout all group activities, demonstrated deep understanding through written and visual tasks, showing that participation can also occur non-verbally.

The tiered structure of the stations, from concept recall to real-world application, guided the students’ thinking and supported different ways of expressing understanding. Stations 4 and 5, in particular, allowed students to apply science creatively and reflect on social or ethical implications. Survey responses from the whole class confirmed these trends, with many students reporting increased confidence, especially in scientific writing and when working with visuals.

Overall, this study found that the use of TLS fostered inclusive and meaningful participation in the classroom. By providing structured and differentiated tasks, TLS supported the students in constructing quality scientific explanations, regardless of their language level.

Keywords: British Columbia (BC) core competencies, Emergent Bilinguals (EBs), productive participation, science education, scientific explanation, Tiered Learning Stations (TLS)

Abstract Format

html

Language

English

Format

Electronic

Keywords

Individualized instruction; Science—Study and teaching; Learning strategies

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Embargo Period

8-2026

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Available for download on Saturday, August 01, 2026

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