Differentiated Instruction on the Academic Performance in Science of the Grade 9 Learners in Matabungkay National High School

Abstract

Introduction

The main purpose of this action research was to perceive the effect of Differentiated Instruction on the Academic Performance in Science of the Grade 9 learners in Matabungkay National High School. It is necessary for all educators in schools to ensure and engage learners in effective teaching and learning, so our challenge was to prepare students of all learning types and ability levels to succeed in his/her classroom.

Methods

The research was designed and applied instruction in teaching Science lessons with the same academic goal but with the tools of differentiated instruction to deal with learners' multiple intelligences. As we apply differentiated instruction supported by constructivist theorists that said to be effective to our learners. Our students may be able to construct ideas based on their perceptions using different techniques and in more advanced and creative presentation or output. Differentiated instruction is based upon the concept that the teacher is a facilitator of information, while students take the primary role of expanding

Results

The respondents of this study were (39) students from Grade 9 Matatag from the Matabungkay National High School for the academic year 2017-2018. As we measure the student's academic performance through their test results in every quarter with the application of differentiated instruction and based on the data we obtained the Fourth quarter gained the most number of least mastered competencies while the Second quarter gained most numbers of mastered competencies. We concluded that the problems were not the instruction itself but on the other hand the competencies in each quarter. As an example, the learners find it difficult an

Discussions

As a result, what we could perceive and how the students themselves felt about the way the class was carried out demonstrated that these instructional techniques or methods proved indeed efficient at the time of motivating learners to learn and study the different areas in Science. This way we hoped to contribute in some way to the learning process of our students by adopting varied techniques in our daily teaching practice. Nevertheless, before planning the instruction, it was necessary to look at the different approaches from different authors and researchers, and the problems that Science teachers must deal with in the.