Differentiated Instruction Used in Teaching Subtraction of Two -to -Three Digit Numbers among Grade Two Pupils of Malagonlong Elementary School

Abstract

INTRODUCTION

Differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction. This study is deemed relevant to remind school administrators and teachers that differentiated instruction is indeed an effective strategy in teaching subtraction of 2 to 3 digit numbers. Most importantly those teachers are aware that learners have a different way of learning. This study used differentiated instruction in teaching subtraction of two to three digit numbers among Grade Two pupils in Malagonlong Elementary School.

METHODS

The descriptive method of research was applied with the lesson plans as the main data gathering instruments. The respondents of the study where 42 pupils in Grade 2. The statistical tools used in the study where frequency, percentage, and ranking. The researcher uses the descriptive method to know that the students easily understand the lesson. The study applied the documentary analysis of differentiated instruction and writing a lesson plan. The statistical tool that we used were frequency, percentage and ranking.

RESULTS

The study revealed that Primary pupils enjoyed subtracting 2 -to-3 digit numbers with and without regrouping using differentiated instruction. Using the differentiated instruction tapped multiple intelligence of learners thereby enabling them to perform better in Mathematics as compared to their previous performance using one-fits-all activity. To raise the level of performance of the Grade II pupils in "Subtraction", the proposed activities are drills, games, and group activity. the study showed that using the differentiated instruction enabled pupils to learn the lesson at a different rate and level.

DISCUSSIONS

From the findings of the study, the following may answer. Differentiated instruction was distinct to have "subtraction without regrouping" and "subtraction with regrouping". The lesson in "subtraction" in which differentiated instruction may be applied was about "subtraction without regrouping" and "subtraction with regrouping". The majority of the pupils have very high performance on a lesson about "subtraction without regrouping" and "subtraction with regrouping". The proposed materials to supplement the use of differentiated instruction in teaching "subtraction" were laptop, television, projector and differentiated activities.