THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION ON THE LEARNING PERFORMANCE IN MATHEMATICS AMONG GRADE 4 STUDENTS

Education

This study aimed to determine the effectiveness of differentiated instruction for students. To achieve this goal, the major objective of the study is to determine if students that were employed with differentiated instruction in their classes performed better than those students who utilized traditional instruction in their classes. Hence, it only focuses on Grade 4 students of Boston Central Elementary School in Boston, Davao Oriental. The researcher uses a pre-test instrument before instruction: traditional instruction (control group); and differentiated instruction (experimental group). The learning styles inventory was used to determine the control and experimental group of the study. With that instrument, the visual learning style prevailed and was regarded as the experimental group of the study. Post-test was administered after instruction to see if differentiation has been effective with the use of mean and t-tests as a statistical tool. The pre-test results showed that both groups did not meet the expectations which do not differ significantly, although the control group's mean score is higher than the control group. However, post-test scores revealed a higher mean score of the experimental group that received the differentiation. Thus, the experimental group’s mean score is high enough compared to the control group as it is determined that post-test scores differ significantly. This proves that differentiation is effective as students’ achievement is better compared to traditional instruction. On the other hand, the findings of the study indicated that learning is evident to both groups after instruction because pre and post-test scores differ significantly.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.