The Effectiveness of Differentiated Instruction in Teaching English for Grade Four - Carnation in Binubusan Elementary School, S. Y.2017-2018

Abstract

INTRODUCTION

The research was conducted to know the effectiveness of Differentiated Instruction in teaching English in her advisory class for a weeklong lesson.

METHODS

a. Participants

The subjects of the study are the Grade Four Carnationpupils S. Y. 2017-2018.

b. Data gathering method

This action research utilized the experimental design to determine the effectiveness of Differentiated Instruction and its possible effect on the mean gain scores on the achievement of pupils on a one-week lesson in Grade 4 English.

c. Data analysis plan

The mean and the standard deviation were used to determine the level of performance of control and experimental groups and the classification of pupils while the t-test determined the significant difference of the mean scores of the pretest and posttest of both groups.

RESULTS

1. The pretest scores of the control and the experimental group do not differ significantly.

2. The posttest scores of the groups significantly differ resulting in higher scores for the experimental group.

3. No significant difference exists in the pretest and posttest scores of the control group, but a significant difference is noted for the experimental group.

4. There is an improvement on the groupings of pupils both in the control and experimental group, but significant improvement was shown for the pupils taught using DI.

5. Use of DI is effective considering the higher scores of the experimental group compared to the control group.

DISCUSSIONS

Teachers should be given in-service training on DI for them to gain more knowledge and a clear understanding of the approach. Although tedious on the part of the teachers, they should be encouraged to prepare and use DI to motivate pupils to participate in class discussions.