Enhancing Academic Performance of Grade 6 Pupils in Mathematics through Differentiated Instruction

Abstract

INTRODUCTION

This study was funded by theDepartment of Education through Basic Education Research Fund (BERF). The study is a descriptive and qualitative research which aims to determine the effectiveness of differentiated instruction in enhancing the academic performance of Grade 6 pupils in Mathematics who were subject through Differentiated Instruction. The pupils of Grade 6-Saturn of Tabiguian Elementary School vary in personal interests and intellectual aspects and abilities. It was also revealed on the results of their periodic test that the performance level in Mathematics is 47% which is below the planning standard of 75%. By considering varied learning needs and to improve the academic performance of the pupils, the teacher-researcher used Differentiated Instruction to address the different learning needs of the pupils especially in improving their academic performance in Mathematics.

METHODS

The main instrument used to gather data is the pre and posttest which was validated by selected Grade 6 Mathematics teachers. The statistical tools used are the mean, performance level, and t-test.

RESULTS

Results reveal that the performance level of Grade 6 Saturn pupils in their pretest was 36.71% but had increased to 51.57% performance level in their posttest after teachers utilized DI in teaching Mathematics. The t-test computed value of -6.9135 is beyond the tabular value of -2.0518 at0.05 level of significance with 27 degrees of freedom. The null hypothesis is rejected. The researcher concludes that there is a significant difference between pretest and posttest since the posttest result is higher than the pretest result.

DISCUSSIONS

The results simply imply that Differentiated Instruction is an effective tool in enhancing the academic performance of Grade 6 pupils. It is recommended that learning activities to be provided must accommodate each child's learning needs and preferences to achieve maximum growth as a learner. Interventions done by the researcher must be adopted by the teachers in teaching Mathematics. The plan of action must materialize throughout the school year.