The main purpose of the study is to determine the Effectiveness of Model-Observe-Reflect-Explain (MORE) Thinking Frame on the performance of students in high school chemistry. Specifically, it seeks to answer the following questions: 1) What is the achievement of the students in Chemistry before and after they were taught selected topics using MORE Thinking Frame in the laboratory? 2) Is there a significant difference in the achievement of students in Chemistry before and after they were taught selected topics using MORE Thinking Frame in the laboratory? 3)What is the performance of the students in the laboratory when they are subjected to MORE Thinking Frame?4) Is there a difference in the model of the students before and after the use of MORE Thinking Frame? The study was conducted at the General Emilio Aguinaldo National High School in Palico IV, Imus City Cavite, during the second grading period of the school year . The samples of the study involved 55 third year students. The study tested for four weeks. This study utilized the single group pretest post test pre experimental design. Quantitative as well as qualitative data analyses were employed. The 40 item chemistry achievement test, chemistry activities with Model-Observe-Reflect-Explain Thinking Frame activity sheets, and perception survey questionnaires were used as instruments of the study. The result of the Diagnostic test was used as the basis for ranking the students to form formal groups. The t-test was used to determine the significant difference between the means of the students’ pretest and post test scores in Chemistry. The results of the t-test at 0.05 level of significance revealed that there is a significant difference between the pre and post test scores in Chemistry using Model-Observe-Reflect-Explain Thinking Frame. The results revealed that the performance of the students in Chemistry before and after the utilization of Model-Observe-Reflect-Explain Thinking Frame differ significantly with a mean difference of 13.62. A significant difference was obtained showing that the mean score of the post test of 30.82 is significantly higher than the mean of the pretest of 17.20. After the exposure to Model-Observe-Reflect-Explain Thinking Frame, perception survey questionnaire was used to assess students’ level of acceptance of MORE Thinking Frame. Based on the overall mean rating on the perception questionnaire the respondents favored the use of Model-Observe-Reflect-Explain Thinking Frame.