Differentiated Instructions as Integral Part of Elln Program in Teaching Grade 2 Mathematics

Abstract

INTRODUCTION

Differentiated Instruction (DI) is a teaching method in which teachers adapt their instructions to accommodate a variety of learning needs. It is an integral part of the Early Language Literacy and Numeracy Program of the Department of Education. It is the intervention used by the researcher to test its effectiveness among the Grade Two learners in Sagurong Elementary School. It was used along with their Mathematics subject. This research was funded by the Department of Education through the Basic Education Research Fund.

METHODS

This study employed a descriptive research method. The total population was included which means that the researcher did not use any of the sampling designs. There was a total of 84 learners and 2 Grade II teachers. There were two sets of research instruments intended for the learners and the teachers. While the pupils underwent a 30-item pre/post-tests, the teachers were requested to answer the questionnaire-checklist meant to identify the difficulties they encountered in teaching Mathematics using DI.

RESULTS

The researcher found out that the use of DI in teaching Grade II Mathematics was effective as shown by the results of the pre-test and post-test. The learners got a Performance Level (PL) of 23.5% during the pre-test which was too far below the planning standard of 75%. The pre-test was given before the intervention was employed while the post-test was given after the six months of teaching using DI. The learners got an average of 77.5 % PL during the post-test which exceeded the planning standard.

Another proof that DI was effective in teaching was the result of the least mastered skills which the researcher obtained by using item analysis. It showed that there were 11 identified least mastered skills during the pre-test but only 3 during the post-test. Thus, the use of DI in teaching the Grade II Mathematics improved the academic performance of the students under study.

The two Grade II teachers claimed that DI is time-consuming. They stated that DI also takes longer than the allotted time for the Mathematics period. These were the problems encountered by the Grade II teachers teaching Mathematics in Sagurong Elementary School.

DISCUSSIONS

Teachers then should maximize the use of Differentiated Instruction in teaching. They may try using it with other subjects or other grade levels and test their effectiveness. Since the preparation is longer than usual, teachers may consider preparing the materials ahead of time for them to become confident in teaching.