Developing Cognitive and Non-Cognitive Diagnostic Tools for Differentiated Science Instruction in Grade 6 Using the ADDIE Model

Abstract

This study developed and validated cognitive and non-cognitive diagnostic assessment tools for differentiated Science instruction among Grade 6 learners at Alfonso Lista Central School, Ifugao, using the ADDIE Model. The study aimed to address the need for structured diagnostic instruments that help teachers identify learners’ academic readiness and personal learning characteristics to support inclusive and learner-centered instruction. Research and development (R&D) was used in designing the instruments following the five-phase instructional design: Analyze, Design, Develop, Implement, and Evaluate, with Grade 6 learners from the said school as the respondents. The cognitive diagnostic assessment consisted of 30 multiple-choice questions covering five Grade 6 Science content areas, assessing three cognitive domains: recall, conceptual understanding, and reasoning. The non-cognitive diagnostic assessment included 20 Likert-scale items measuring four constructs: motivation, interest, confidence, and socio-emotional characteristics. Reliability analysis using Cronbach’s Alpha showed that recall (0.74), conceptual understanding (0.63), interest (0.637), and socio-emotional traits (0.660) had acceptable reliability levels. However, reasoning recorded a very low reliability of -0.08, motivation had low reliability at 0.553, and confidence had low reliability at 0.577, indicating these variables need further improvement. The results imply that an integrated cognitive and non-cognitive diagnostic assessment approach can effectively support the implementation of personalized, differentiated, and learner-centered Science instruction.