Effects of Differentiated Instruction as a Teaching Approach to Grade 11 Students at Anuling National High School

Abstract

INTRODUCTION

Today, due to students' population, different learning needs are continuously increasing. It is a challenge for all teachers to serve diverse learners academically. That is why most of the teachers are using differentiated instruction as their teaching approach, an academically responsive instruction, to ensure that students are learning according to their interest inside a mixed-ability classroom. In this study, we investigated the effects of using differentiated instruction as an approach to students' learning of Grade 11 students at Anuling National High School, School Year 2018-2019.

METHODS

Quantitative research was used by the researchers, using the descriptive research design, to gather information on current situations and conditions about the effects of differentiated instruction to students by conducting a survey. 20 item close-ended questionnaire was created for this survey which is one of the data collection instruments of this study. Census was the sampling choice used by the researchers and the selected population for this study was grade 11 senior high students of AnulingNational High School.

RESULTS

The results show that the effects of differentiated instruction to students in terms of their personality and interest are they became challenged, they are able to demonstrate their talent, they become more responsible, they recognize their strengths and weaknesses and improves it, they build their self-confidence and build more friends. While in terms of their learning style differentiated instruction motivates students to do an activity, it enhances their knowledge and skills, they understand the lesson more, they are able to think critically and creatively, and they have the opportunity to experience a variety of tasks.

DISCUSSIONS

Based on the results the researchers found out that differentiated instruction has a positive effect on students' personality and interest as well as to their learning style. Just like previous studies that differentiated instruction is really an effective approach. However, there is still a call for teachers to use it frequently and to create a new strategy of differentiated instruction. The information presented can be used as a basis in planning for seminars and training about differentiated instruction to use it further. And to recommend the use of differentiated instruction across disciplines.