QUESTIONNAIRE

Republic of the Philippines
Department of Education (DepEd)

Regional Office No. VIII (Eastern Visayas)
DIVISION OF NORTHERN SAMAR
Rosario District
ROSARIO NATIONAL HIGH SCHOOL
Senior High School Department
INFORMED CONSENT FORM
This is to certify that I, _________________________________ hereby agrees to

participate in this survey.
The purpose of this activity has been fully clarified to me and I understand the
explanation. The description of any risks and discomforts has been provided and discussed in
detail to me.
 I have been given an opportunity to ask whatever questions I may have had and all
such questions and inquiries have been answered in my satisfaction.
 I understand that I am free to deny any answers to specific questions in the

questionnaires.
 I understand that any data or answers to questions will remain CONFIDENTIAL with
regards to my identity.
 I understand that I am free to withdraw consent and to discontinue participation in the

activity at any time.
 I testify to the best of my knowledge and belief that I have no physical or mental
illness or weakness that would hinder the viability of my responses.
 I am participating in this activity in my own free will and I have not been coerced in
any way to participate.
Signature of Subject: ___________________ Date: ___________________
I, undersigned, was present when the study was explained to the subject/s in details
and to the best of my knowledge and belief it was understood.
Signature of Researcher: __________________ Date: ___________________

Rosario District
Dear Respondent,
The Senior High School Students of Rosario NHS are presently conducting a
research thesis titled, INFLUENCES OF TEACHERS' MINDSET, ABILITY-BASED
PRACTICES AND ADVERSITY QUOTIENT TO THE STUDENTS PERFORMANCE IN THE
DISTRICT OF ROSARIO
In connection to this, may we request your utmost cooperation by answering the
research questionnaire. rest assured that all information that shall be retrieved will be
treated with utmost confidentiality and will be utilized for scholarly purposes only.
Thank you and God Bless you more!

The Researchers
Noted:
DAVID G. PARSONS, LPT, RN, EdD
Research Adviser
INFLUENCES OF TEACHERS' MINDSET, ABILITY-BASED PRACTICES AND

ADVERSITY QUOTIENT TO THE STUDENTS PERFORMANCE IN THE DISTRICT OF
ROSARIO
(RESEARCH INSTRUMENT)
Part 1. Characteristics Profile of the Respondents

Direction: Kindly accomplish this questionnaire with the necessary information needed by
putting a mark (/) and or simply answering on the space provided that best corresponds to
your choice of response.
Name : ____________________________________________________(Optional)
Age : ________________
Part I. INFLUENCES OF TEACHERS' MINDSET

Direction: Kindly answer this questionnaire honestly and accurately with necessary
information needed by putting a check (✓) and or writing in the blank for the completion of
this research study.
Scale Verbal Interpretation Symbol
5 Strongly Disagree (SD)
4 Disagree (D)
3 Neutral (N)
2 Agree (A)
1 Strongly Agree (SA)
Rosario District
STATEMENT 5 4 3 2 1
1. My belief in students' ability to learn
significantly impacts my teaching practices.
2. I believe that students' intelligence is fixed and

unchangeable.
3. I am confident in my ability to help all students

succeed, regardless of their background.
4. I view challenges in the classroom as

opportunities for growth and learning.
5. I am quick to give up on students who struggle

academically.
6. I believe that effort and perseverance are key

to student success.
7. I am comfortable seeking help and support

from colleagues when facing difficulties.
8. I believe that my own mindset significantly

affects my students' learning outcomes.
9. I embrace feedback from students and

colleagues to improve my teaching.
10. I believe that all students have the potential to

achieve high levels of academic success.
11. I tend to focus on students' weaknesses rather

than their strengths.
12. I am proactive in seeking professional

development opportunities to enhance my
teaching skills.
13. I believe that a positive and supportive

classroom environment is crucial for student
learning.
14. I am willing to adapt my teaching methods to

meet the diverse needs of my students.
15. I feel overwhelmed and discouraged when

students struggle.
16. I believe that my teaching can make a real

Rosario District
difference in students' lives.
17. I am open to trying new teaching strategies

and technologies.
18. I believe that students' success is primarily

determined by their innate abilities.
19. I celebrate students' accomplishments and

progress, no matter how small.
20. I view setbacks as opportunities to learn and

improve my teaching practices.
Source: Teacher mindset is associated with development of students' growth mindset

(2021) Rhiannon MacDonnell
Part II. ABILITY-BASED PRACTICES

STATEMENT 5 4 3 2 1
1. I group students based on their perceived
academic abilities for instruction.
2. I differentiate instruction significantly based on

students' perceived ability levels.
3. I provide different assignments or assessments to

students based on their perceived abilities.
4. My classroom activities are designed to cater to a

range of ability levels.
5. I track students' progress based on ability groups.
6. I use ability grouping to streamline instruction and

management.
7. I believe ability grouping benefits high-achieving

students the most.
8. I provide more challenging work only to my

highest-ability students.
9. I adjust my expectations for students based on

their perceived abilities.
10. I believe that ability grouping helps students learn

more effectively.
Rosario District
11. I use a variety of teaching strategies to cater to

diverse learning styles and abilities.
12. I provide opportunities for students of all ability

levels to collaborate and learn from each other.
13. I regularly assess students' understanding and

adjust my instruction accordingly.
14. I focus on students' growth and progress rather

than solely on their ability levels.
15. I encourage students to challenge themselves,

regardless of their perceived abilities.
16. I provide support and scaffolding to students who

are struggling, regardless of their ability group.
17. I use formative assessment data to inform my

instructional decisions.
18. I believe that all students can achieve success with

appropriate support and instruction.
19. I avoid labeling students based on their perceived

abilities.
20. I believe that ability-based practices can lead to

inequitable outcomes.
Source: Evaluation method of teachers’ teaching ability based on BP neural network (2019)
Pengchao Niu
Part III. ADVERSITY QUOTIENT TO THE STUDENTS PERFORMANCE

STATEMENT 5 4 3 2 1
1. I feel nervous when presenting in front of the
class.
2. I do not easily forgive people who disappoint.
3. Negative comments from friends make me

angry.
4. Criticism from friends makes me insecure.
5. When disputing with friends, I choose to

budge.
6. I will avoid someone if I have a problem with it.

Rosario District
7. I complained about the heavy tasks given by

the teacher.
8. Even though I'm tired, I still work on

assignments after school.
9. I still go to school even though my friends are

hanging out.
10. I am lazy to go to school because there are

certain lessons that are not interesting.
11. It took me a long time to understand the

instruction given by the teacher.
12. I immediately correct mistakes when

reprimanded by others.
13. The incompatibility of thinking patterns with

group friends makes me feel difficult to
complete the task in the group.
14. I am able to accept all the risks that will occur

later.
15. I felt unable to complete a difficult task.
16. The more problems encountered, making me

even more eager to solve.
17. I will continue to look for a way out until I

succeed from the problem.
18. If the group assignments are not completed

properly, it is because of my friend's mistake.
19. I appreciate parents who do not provide

support in continuing school.
20. I cannot make the right decision when facing

problems.
Source: Development of student adversity quotient instruments: questionnaire

L Majidatut Zahro1

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Republic of the Philippines

Department of Education (DepEd)

INFORMED CONSENT FORM

This is to certify that I, _________________________________ hereby agrees to

 I understand that I am free to deny any answers to specific questions in the

 I understand that I am free to withdraw consent and to discontinue participation in the

Signature of Subject: ___________________ Date: ___________________

Signature of Researcher: __________________ Date: ___________________

Thank you and God Bless you more!

INFLUENCES OF TEACHERS' MINDSET, ABILITY-BASED PRACTICES AND

Part 1. Characteristics Profile of the Respondents

Part I. INFLUENCES OF TEACHERS' MINDSET

2. I believe that students' intelligence is fixed and

3. I am confident in my ability to help all students

4. I view challenges in the classroom as

5. I am quick to give up on students who struggle

6. I believe that effort and perseverance are key

7. I am comfortable seeking help and support

8. I believe that my own mindset significantly

9. I embrace feedback from students and

10. I believe that all students have the potential to

11. I tend to focus on students' weaknesses rather

12. I am proactive in seeking professional

13. I believe that a positive and supportive

14. I am willing to adapt my teaching methods to

15. I feel overwhelmed and discouraged when

16. I believe that my teaching can make a real

difference in students' lives.

17. I am open to trying new teaching strategies

18. I believe that students' success is primarily

19. I celebrate students' accomplishments and

20. I view setbacks as opportunities to learn and

Source: Teacher mindset is associated with development of students' growth mindset

Part II. ABILITY-BASED PRACTICES

2. I differentiate instruction significantly based on

3. I provide different assignments or assessments to

4. My classroom activities are designed to cater to a

5. I track students' progress based on ability groups.

6. I use ability grouping to streamline instruction and

7. I believe ability grouping benefits high-achieving

8. I provide more challenging work only to my

9. I adjust my expectations for students based on

10. I believe that ability grouping helps students learn

11. I use a variety of teaching strategies to cater to

12. I provide opportunities for students of all ability

13. I regularly assess students' understanding and

14. I focus on students' growth and progress rather

15. I encourage students to challenge themselves,

16. I provide support and scaffolding to students who

17. I use formative assessment data to inform my

18. I believe that all students can achieve success with

19. I avoid labeling students based on their perceived

20. I believe that ability-based practices can lead to

Part III. ADVERSITY QUOTIENT TO THE STUDENTS PERFORMANCE

2. I do not easily forgive people who disappoint.

3. Negative comments from friends make me

4. Criticism from friends makes me insecure.

5. When disputing with friends, I choose to

6. I will avoid someone if I have a problem with it.

7. I complained about the heavy tasks given by

Signature of Subject: _ Date: _

Signature of Researcher: Date: _