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

Education

This action research paper is a quantitative study specifically a quasi-experimental research design aimed to determine the effectiveness of differentiated instruction on the learning performance in mathematics among grade - four students of Poo Elementary School based on the preferred learning styles of the students. In the beginning of the study, the researcher adapted a learning style inventory to determine the students learning styles and the one that prevailed were treated with differentiated instruction. In this study, visual learners was the experimental group as it prevails the inventory and therefore implemented with DI. Aside from that, a researcher - made test questionnaire was used to determine the significant difference of students treated with DI and those who were part of the whole-class instruction. Before the intervention, a pretest was administered and its’ findings revealed that the pre-test scores of the experimental and control group were both marked as did not meet expectations. As it implies, there were no significant difference between the pretest scores of both groups before the intervention. Favorably, after the implementation of DI, the experimental group has an outstanding remark on their post-test scores while the control group has a little improvement with a satisfactory remark. With that being said, the pretest and post-test scores differs significantly which proves that DI produces beneficial effects to students’ learning specifically in mathematics. As manifested in this particular study, DI is a great instructional strategy to better meet the diverse needs of the students in the classrooms.

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