The Effectiveness of Differentiated Instruction in Teaching English for Grade -one Classes in Lobo Elementary School

Abstract

INTRODUCTION

Due to the increasing diversity of today's educational population, it is crucial for student academic success that educators begin to implement and perfect differentiated instruction. Differentiated instruction offers students the opportunity to build upon their knowledge while utilizing their own skills, interests, styles, and talents. Educators effectively take each of these components from their students and create lessons that are meaningful for all student and lead them toward academic success. However, Grade -One pupil of Lobo Elementary School encounter some issues regarding this matter, hence this paper aims to aid every grade one pupils in how to enhance their performance in English and to ensure that all students are engaged in the learning process by providing tasks that match each individual's needs.

METHODS

The experimental design was utilized to determine the effectiveness of DI and its possible effect on the mean gain scores on the achievement of pupils on a one-week lesson in Grade -One English. Both groups were given the diagnostic test and identified the classification of pupils whether they belong to the above average group, average group, and below the average group. The achievement test was administered after a week using parallel teacher-made tests. The number of pupils again identified to know whether there is a change in their classification. The results of the pretest and the posttest were compared to determine whether using DI is effective or not.

RESULTS

The result showed that posttest scores of the experimental groups taught with DI is remarkably better as compared to those which were taught the traditional approach. From the data, it is very clear that the difference in scores in the achievement favors the experimental group which was taught using DI. Hence, it is safe to say that DI is effective based on the data generated

DISCUSSIONS

Result of the study revealed that there is an improvement in the groupings of pupils both in the control and experimental group, but significant improvement was shown for the pupils taught using DI. This then makes it safe to conclude that DI is effective in teaching English. In this regard, the proposed plan of action should be employed to continually improve and implement differentiated instruction.