CHAPTER 1

Introduction

The process of identifying the unique learning styles of each student and then

customizing training to suit their requirements is known as differentiated instruction

(Gregory & Chapman, 2017). Differentiating instruction, according to author Tomlinson,

essentially entails “shaking up” the way things are done in the classroom to give

students more opportunities to process information, make sense of it, and express what

they have learned (Bender, 2017). Stated differently, differentiated instruction offers

distinct pathways for knowledge acquisition, concept processing or sense-making, and

product development, hence, optimizing learning outcomes for every learner (Springer,

2018).

In the meantime, as posited by Smale-Jacobse et al. (2019), reading

comprehension is crucial to children' general learning and academic success. On the

other hand, there has been endless reports indicating that reading comprehension

issues are a global concern for the current generation. According to research findings,

children seriously lack discourse-based reading skills, such as the ability to recognize

cohesive devices and text arrangement (Pashler et al., 2018). It also demonstrates how

students who are having trouble understanding a book resort to using their native

tongue when responding to reading comprehension questions (Chapman & King, 2015).

However, even when employing mother tongue as a medium of instructing or the

national language in a particular subject, like Araling Panlipunan, the Philippines faces a

severe challenge with regard to the reading comprehension skills of learners (Paterno,

2018). Although learners' transition from elementary to intermediate school is crucial to

their educational path because it exposes them to a wide variety of challenging and

diversified reading materials covering a wide range of disciplines, comprehension

problems were still evident among the pupils (Para, 2018). Based on the results of the

National Achievement Test, the Department of Education revealed in 2019 that many

students struggle to understand and interpret written texts effectively (Saavedra, 2019).

In order to close the noted gaps in the learners' reading comprehension, this situation

requires quick attention and action added by Saavedra (2019).

In order to address the current issues with the learners' reading comprehension,

the introduction of various genres and disciplinary texts, as well as the students'

capacity to understand and extract meaning from these texts, emerge as critical factors

in determining their academic success (Schleppegrell, 2004). Therefore, the goal of this

research is to apply differentiated instruction—which modifies teaching strategies to

meet each student's unique learning needs—to address the particular difficulties that

the students are facing with reading comprehension (Watts-Taffe et al., 2012).

Furthermore, the significance of this research stems from the necessity of giving

Grade 5 students strong reading comprehension skills, as this will directly affect their

academic achievement and future opportunities. In particular, students who lack these

skills will find it difficult to understand fundamental concepts, engage in critical analysis

of information, and effectively communicate. This research will help identify the

distinctive qualities, requirements, and experiences of the local student population.

Furthermore, although the topic of this paper is new to the research world, there

is still a gap that still needs to be addressed particularly on the aim of determining the

level of the reading comprehension of the learners in Araling Panlipunan. Also, locally,
this paper will be the first to be conducted in finding out the level of reading

comprehension of the learners and the effectiveness of the differentiated instruction in

Araling Panlipunan. As for this, the results of this study will shed light on how well

differentiated instruction works to improve reading comprehension in particular for

students in Grade 5, and the information gathered from this paper will provide evidence-

based knowledge that will help close the research gap in this area and encourage more

research.

Statement of the Problem

This paper will focus in finding out the effectiveness of differentiated instruction in

improving the reading comprehension of the learners in Araling Panlipunan. As such,

this research paper will seek to answer the following specific questions:

1. What is the level of pre-test scores between the experimental group and

control group?

2. Is there a significant difference between the pre-test scores of

experimental group and control group?

3. What is the level of post-test scores between of the experimental group

and control group?

4. Is there a significant difference between post-test scores of the

experimental group and control group?

Objectives of the Study

 This research will focus in finding the effectiveness of differentiated instruction in

improving the reading comprehension of the learners in Araling Panlipunan. As such,

this study aims to:

1. Determine the level of pre-test scores between the experimental group

and control group;

2. Determine the significant difference between the pre-test scores of

experimental group and control group;

3. Determine the level of post-test scores between the experimental group

and control group;

4. Determine the significant difference between the experimental group and

control group.

Significance of the Study

The result of this study will be beneficial to the following:

Students. This study helps the students to improve their reading comprehension

in Araling Panlipunan and will be able to experience new things in their learning process

which will increase their interest in learning; to listen and to learn Araling Panlipunan

where they are in-charge and responsible in their own learning.

Teachers. This study will be beneficial to the teachers since they will be able to

know the level of reading comprehension skills of the students and will be able to

determine the effectiveness of differentiated instruction in improving the reading

comprehension of the learners in Araling Panlipunan. They can also use the activities
that this paper will provide according to the needs of the learners and align it to the level

of learning needs of their learners even in different competencies or different subjects.

Parents. This study will be beneficial to the parents as well for they will be able

to determine the level of reading comprehension of their children and will be able to

assist them in their learning while focusing on the learning style preferred by the

learners. This paper will be of great help in guiding the parents what activities they can

use in order for them help their children improve their reading comprehension at home.

Department of Education. This study will be beneficial to the Department of

Education since they will be able to know the level of Science performance of the

students and will be able to determine the effectiveness of differentiated instruction in

learning the human body systems of the learners in Science. They can use this to

create curriculum policies that cater to the individual learning gaps of each student. By

customizing the programs to match the varied needs of the students, this can guarantee

that the schools can deliver a high-quality education that gives the students the tools

they need to succeed.

Future Researchers. This paper will be of great benefit to future researchers

since this paper will provide evidence-based information that will help future researchers

in investigating their researches that are in line with the topic of this paper. Additionally,

the intervention that this study will use can be utilized by future researchers in other

competencies in Science or conduct their investigation in different subjects.

Scope and Delimitation

 This study will be conducted to the Grade 6 learners in Cateel Central

Elementary School enrolled in School Year 2023-2024. The school is located at Castro

Avenue Street, Barangay Poblacion, Cateel, Davao Oriental, Philippines.

This paper will be utilizing quasi-experimental research design, hence, the

respondents will be grouped into two and the researcher will toss a coin to identify

which group will belong to the control group and which will belong to the experimental

group. The data that will be gathered in this study focuses to the aforementioned

objectives, aligned with the learning competency, “Explain how the organs of each

organ system work together 1. Human Body Systems, 1.1 Musculo-skeletal, 1.2

Integumentary System, 1.3 Digestive System, 1.4 Respiratory System, 1.5 Circulatory

System,1.6 Nervous System” with the learning code S6LT-IIa-b-1. The study will be

conducted from March to April 2024 with a two-week intervention consisting of 5 weekly

sessions. Finally, the processes of how the research will be conducted that will be

discussed in the next sections will thoroughly be followed, as well as, of the information

gathered will be used for academic investigation purposes. Any information that is not

related to the concerned subject will not be entertained.

Theoretical Framework

Differentiated Instructions (DI) Theory by Carol Ann Tomlinson will serve as the

foundation for this investigation. By modifying what they teach and how they teach it,

teachers may cater to the unique learning styles of each student and satisfy their

diverse requirements (Dunn & Briggs, 2020). Differentiated instruction acknowledges

the range of variations among pupils (Algozzine & Anderson, 2017). Fundamentally, DI

is a responsive teaching strategy that supports students' learning in accordance with

both their unique learning styles and interests (Westwood & Westwood, 2018), such as

enhancing reading comprehension in Araling Panlipunan.

Teachers no longer have to start at the front of a curriculum guide; instead, they

may use DI to determine where kids are at in the process (Claxton & Murrell, 2017).

According to Tomlinson’s emphasis, teachers modify a lesson’s content, procedure, and

end products to increase the chance that students would participate and do well

(Fleming, 2015). Lesson design, scaffolding, and demonstration are prioritized in order

to help students comprehend and deepen their understanding of the material (Barnes et

al., 2017). Additionally, Tomlinson (2019) suggests that teachers consider the

readiness, interests, and learning profiles of their pupils while designing differentiated

lessons.

Therefore, this paper will modify the curricular elements, content, method, and

products in accordance with students' readiness, interests, and learning profiles in order

to differentiate teaching for students with a variety of interests and learning

requirements (Tomlinson, 2014). Accordingly, a student's readiness will be determined

by how easily they can comprehend new knowledge. While proficient students need

extension through more challenging tasks that promote deeper learning, less prepared

students need more assistance to build their comprehension and close knowledge gaps

(Brassell & Rasinski, 2008).

Additionally, based on the students' interests or curiosities about a particular

issue related to the competency, this paper will separate the students. Since students'

enjoyment of a topic helps to create and preserve their motivation for learning,

especially if the information or task is otherwise tough for them, taking into account their
interests is an important part of engaging pupils in what they are studying (Brophy,

2019). This paper's third method of implementing differentiated instruction will be based

on the unique learning profiles of each student, which will account for their preferred

learning style.

As what Paris and Turner (2017) stated, student's preferred method of presenting

their understanding of the material—writing, speaking, or artistic representation—as well

as the noise level and group versus solo work environments are just a few of the many

variables that make up their learning profiles. Age, gender, and cultural variables may

have an impact on students' learning profiles; nevertheless, since every student is

different, so is their learning profile (Turner, 2017). For this reason, this study

recognizes that what works for one student may not necessarily work for another.

The researchers of this paper will modify the curriculum to match students' skill

levels when distinguishing the content in a class (Green & Towson, 2022). It is

noteworthy that, nevertheless, students must fulfill specific learning objectives for each

grade level. As a result, modifications to the subject matter are often made sparingly,

unless it is deemed unnecessarily complex or easy for the children to understand

(Heacox, 2012). Additionally, by altering the methods by which students get the

information—through the use of visual aids, manipulatives, audio recordings, and extra

texts—the researcher may diversify the content. The researcher will be able to adjust

the curriculum's complexity based on students' comprehension of the subject by using

differentiated content.

Likewise, during the process, students can use critical thinking abilities to

understand the main concepts of the lesson. Activities and brief tasks like these will
provide students the chance to make sense of what they have learned. Differentiating

the process can be achieved by tailoring the methods by which students comprehend

the material to their individual requirements and skills (Taylor, 2015). Using learning

centers or manipulatives, the researcher will diversify the process so that students can

select how to interpret the content they have just learned.

Using the product is the last method the researcher can differentiate teaching.

Assignments, projects, or examinations serve as the means by which students show

that they have learned and comprehended the material covered in a lesson. Products

are usually grander works of art than the tasks accomplished in the process. When a

unit or a major learning segment comes to a close, students typically start working on

products to showcase the knowledge and abilities they have acquired (Tomlinson,

2014). As a result, the students will have the freedom to exhibit the knowledge they

learned in class through this paper in any manner they see fit.

The Multiple Intelligences Theory of Howard Gardner will also be used to support

this paper. Gardner (2015) made the assumption that different people learn best in

different ways, referring to them as learning profiles or learning styles. The Multiple

Intelligence Theory is another source of differentiated instruction (Kotob and Abadi

2019; Magableh and Abdullah, 2020). As such, the researcher will identify the learner’s

chosen learning style in order to aid them, since differentiated instruction is a technique

that helps students by giving options and choices, challenging students, and matching

books to students to maximize their learning (Tompkins, 2014).

Howard Gardner’s Theory of Multiple Intelligences offers a practical approach to

meet the diverse learning needs of students (Freedman, 2015). Gardner suggested that
people have varying intelligences in eight categories: visual, verbal, mathematical,

kinesthetic, interpersonal, intrapersonal, naturalistic, and musical intelligence (Maftoon

& Sarem, 2012). Gardner stated that the strength and weakness of these intelligences

could be influenced by the teaching methods used (Gunduz & Unal, 2016).

In this study, varied teaching methods will be used for the particular subject of

Araling Panlipunan on civic engagement with intervening assessments through multiple

intelligences and learning styles. To achieve this, the researchers utilized Tomlinson’s

(2017) ideas about tailored teaching and Gardner’s (2013) concepts about multiple

intelligences. The researchers will provide activities based on students’ individual

learning preferences and multiple intelligences, aiming to enhance comprehension and

mastery of the subject matter.

For linguistic intelligence, activities such as reading historical narratives, writing

and presenting a brief report on the events of our history and the importance of civic

engagement in shaping the nation’s future (Rheingold, 2008). Logical-mathematical

intelligence activity will include analyzing events from different perspectives using

primary and secondary sources to help students see an event from different angles.

This will help students discern and think critically (Frank, 2019). Visual-spatial learners

will benefit from activities such as designing a visually appealing poster campaign

showing a timeline of our history and promoting civic responsibility and engagement

(Kaye, 2004). For bodily-kinesthetic learners, activities will include organizing and

performing skit or role-play showcasing different scenarios or events in our history and

showing the importance of actively participating in civic activities (Lo, 2015).

 Interpersonal learners will benefit from activities such as group discussion or

debate on past and current civic issues encouraging collaboration and shared

perspectives (Booher, 2004). In contrast, intrapersonal learners, preferred independent

activities such as reflective journaling or writing an essay about their reflections and

personal experiences that they learned from the discussions and to relate it to civic

engagement and its impact on individual growth (Meyers, 2009). For learners with

naturalistic or musical intelligence, activities to be employed will be composing a song

that mirrors and address historical issues that also communicates the significance of

active participation in community affairs (Rheingold, 2008).

Additionally, to meet students’ learning preferences, the study also consider

three recognized learning styles: visual, verbal, and active. Visual learners will be

provided with visual aids, like infographics to enhance their comprehension of the

concept of civic engagement (Alford, 2009). Verbal learners will benefit from listening,

explanations, and discussions, while active learners will be engaged through hands-on

activities and exercises (Smith, Wood, Krauter, & Knight, 2011).

In this way, students’ preparation, interests, and learning styles—all important

aspects of Gardner’s theory—will now be more closely tied to varied instruction.

Definition of Terms

Araling Panlipunan (Social Studies). A course of study that focuses on human

connections and how society functions (Seco-Macarandan, 2019).

 Differentiated Instruction. Emphasizes the importance of addressing individual

differences and creating inclusive classrooms that support the success of all learners

(Tomlinson, 2017).

Learning Styles. These are the ways that individuals prefer in their learning

process (Pashler et al. 2016).

Multiple Intelligences. A theory describing people learn best in different ways,

referring to them as learning profiles or learning styles (Gardner, 2015).

Pre-test. An assessment measure given to respondents before they have

undergone to an experiment as part of a research study (Pashler, 2018)

Post-test. An assessment measure given to respondents after they have

received or being tested in an experiment as part of a research study (Pashler, 2018).

Reading Comprehension. Is the ability to understand and interpret written text,

involving the integration of various skills such as decoding, vocabulary knowledge, and

comprehension strategies (Harris & Hodges, 2015).

Verbal Learners. Individuals who grasp information most effectively through

listening or hearing (Dunn & Hoisingfield, 2013).

Interpersonal Intelligence. It involves understanding how others perceive and

feel, their intentions, motivations, and the ability to experience emotions (Gardner,

2013).

Intrapersonal Intelligence. The ability to recognize and understand one’s own

emotions, desires, motivations, and objectives (Gardner, 2013).

 Kinesthetic Intelligence. This understanding occurs through moving our body

and being aware of our physical form (Gardner, 2013).

Active Learners. People who learn most effectively by doing or engaging in

hands-on experiences (Dunn & Hoisingfield, 2013).

Mathematical Intelligence. It requires the ability to work with numbers and

possess strong reasoning skills (Gardner, 2013).

Visual Learners. People who like to learn using visual tools, like diagrams,

charts, graphs, videos, and images (Gardner, 2013).

Musical Intelligence. The skill to create, recall, and understand different

patterns of sounds (Gardner, 2013).

Naturalist Intelligence. Naturalist intelligence involves recognizing, enjoying,

and understanding nature (Gardner, 2013).