Using Differentiated instruction in Improving Performance of Grade 10 Mathematics Students: input to Development of instructional Guidelines

Abstract

INTRODUCTION

Differentiated instruction empowers teachers to target multiple learning styles through varied themes, adapted content delivery, and assessment options. Providing students with quality education is the goal of teachers, administrators, community members, and legislatures; however, reliance on a single academic indicator has compelled many educators to focus instruction on students capable of meeting a minimum pre-established proficiency standard. As a result, many students are not receiving the education they deserve.

METHODS

The study utilized the quantitative approach which is applicable because the objective was to determine if a significant relationship existed between teachers' use of differentiated instruction and students' performance in Mathematics. The respondents of the study were 60 Grade 10 students belonging to two sections in Lipa City National High School. The sections were divided into a control and treatment group, based on similar demographics and pre-test results.

RESULTS

Research supports improved academic performance of all student populations when differentiated instruction is implemented into existing curriculum instruction and students' performance in Mathematics. The data gathered were statistically treated weighted mean and t-test. There is no significant difference between the groups with regards to the level of baseline knowledge in the mathematical topics Polynomial Function and Circle. This denotes that the participants scored significantly higher during the post-test. This translates into positive learning gains. There is a significant difference between the pre-test and post-tests result on both runs. This denotes that the participants scored significantly higher during the post-test. This translates into positive learning gains as well, as they are exposed to traditional lecture methods. There is a significant difference in the post-test result between the groups in Section B. There is a significant difference in the post-test result between the groups in Section A. There is a significant difference in the post-test result between the clustered groups.

DISCUSSIONS

The results demonstrate that teachers should consider the use of differentiated instruction in teaching mathematics as an alternative strategy to the usual traditional instruction. Other related subjects may also consider Differentiated Instruction as an alternative teaching strategy.