Using Technology with Differentiated instruction in Improving the Academic Performance of the TVL Students

Abstract

INTRODUCTION

For so many years, the teacher provides all the pieces of information in the classroom. Participation of the students in the classroom is less observed and practiced. An alternative way of delivering the instruction through purely verbal presentations is to make use of technology with differentiated instruction. Differentiated instruction is based on the concept that the teacher is a facilitator of information, while students take the primary role of expanding their knowledge by making sense of their ability to learn differently (Robinson, Maldonado, & Whaley, 2014). With the use of technology with differentiated instruction, students will be introduced and engaged to a new learning experience.

METHODS

In this study, quasi-experimental design was used to determine the effectiveness of differentiated instruction in terms of improving the academic performance of the students. The participants were purposively chosen for the control and experimental group, respectively. The learning styles of the students were identified using Simple Life Strategies Learning Style which served as the basis for designing differentiated activities in the TVL class.

RESULTS

The experimental group received differentiated instruction from October 2018 to December 2018 while the control group received traditional teaching instruction. The results showed that the academic performance of the students in the experimental group was higher compared to the control group. This study concludes that technology with differentiated instruction based on different learning styles was effective in teaching TVL class to grade eleven students.

DISCUSSIONS

Results showed that technology with differentiated instruction has a significant difference on the test scores of grade 11 students. Based on observation, students in the experimental group were matched with appropriate learning strategies and increased in their level of comprehension and motivation. More so, this study is significant for teachers to transform their classroom experience and to reflect on their own classroom practices.