Assessment of Secondary Public School Teachers on the Implementation of Differentiated Instruction in REINA Cluster, Division of Quezon

Abstract

INTRODUCTION

The full implementation of the K-12 program, aimed for bridging the insufficient academic year in the Philippine Education system, has called the educational leaders to become more creative and engaging particularly for 21st-century learners. Hence, differentiated instruction can provide an avenue for both the learner and the teacher to create a successful learning opportunity.

METHODS

A quantitative method of research in descriptive design was employed to find out the significant difference in the level of utilization and implementation of differentiated instruction in the three districts of Quezon. This is in accordance with different variables using a validated questionnaire.

RESULTS

There was a significant difference on the assessment of secondary public school teachers of Real and General Nakar in terms of administrative support and teacher instruction, while a significant difference exists between Infanta and General Nakar in terms of student performance and learning. In terms of the effectiveness of differentiated instruction to student engagement, a significant difference was identified between Infanta and General Nakar as well as between Real and General Nakar districts since the computed F value of 18.28 is greater than 3.35 at 0.05 level of significance. This entails rejecting the null hypothesis.

DISCUSSIONS

The result concluded that there is a need to more extensively implement the use of differentiated instruction as one of the strategies for instructional leaders. This will engage students in various classroom activities based on their interests and skills.