Differentiated Instruction in Teaching Edukasyon sa Pagpapakatao among Grade 10 Students of Dacanlao G. Agoncillo National High School

Abstract

INTRODUCTION

According to Lara Maupin, Edukasyon sa Pagpapakatao and Differentiated Instruction both have the same objectives to have high regard to the needs of students. They encourage student's motivation, independence, and efficacy. However, there is not enough study that using Differentiated Instruction as a functional literacy strategy for low performing students in ESP is effective in comprehending lessons in ESP. Students performance in EsP shows a low achievement rate. The perceived factor is the use of a traditional classroom. Differentiated Instruction is used in this study to determine its implication in teaching EsP and to test if it has a great impact on student's performance.

METHODS

The descriptive method of research and documentary analysis were applied in the study. The respondents of the study were the total class population of 35 students from Grade 10 Agoncillo. No sampling method was used. The lesson plan and comprehension test were the main data gathering instruments. Three lesson plans about moral issues with sub-topics were made with ways to differentiate instruction as to content, process, and product. A comprehension test was made composed of 25 items on each topic applying macro-skills. Student's performances were analyzed using statistical tools such as frequency, percentage, and ranking.

RESULTS

Students construct the content of the lesson within their interests such as making a poem, songs, posters, interpretative dance, and broadcasting. Students demonstrate the product of their learning based on their learning style and readiness. Activities with differing levels of difficulty such as think pair share, case analysis, reflecting and concept building were chosen by the students. Comprehension test results showed that the majority of the students had very high performance. There were no below average and poor performance. This revealed that DI, as used in teaching EsP, is effective in increasing the academic performance of students.

DISCUSSIONS

The results demonstrate that teaching EsP with the use of differentiated instruction has found to be an effective strategy in increasing student's individual achievement while addressing their individual needs. Activities proposed to supplement teaching EsP using DI support multiple intelligences. There is a need to assess the skills and knowledge of students before creating lesson plans that integrate DI. A compilation of lesson plan that utilizes DI in teaching students with individual learning differences was the action plan of this study.