DIFFERENTIATED INSTRUCTION IN TEACHING MATHEMATICS AND

ACADEMIC PERFORMANCE OF GRADE FOUR LEARNERS

 
 
 
 
 
 

CATHERINE FIN ABABON

RESEARCHER
 THE PROBLEM

• This study correlates the effectiveness of differentiated

Instruction in teaching Mathematics and academic
performance of grade four learners in Cadulawan
Integrated School, Cadulawan, Minglanilla, Cebu for
school year 2022-2023 as basis for a proposed intervention
plan.
 SUB-PROBLEMS

• What is the level of performance of grade four learners in the pretest and posttest exposed to
the:
• 1.1 conventional teaching approach and
• 1.2 differentiated instruction approach?
• Is there a significant mean improvement from the pretest to the posttest of grade 4 learners
exposed to:
• 2.1 conventional teaching approach; and
• 2.2 peer -assisted learning strategy?
• Is there a significant mean difference in the posttest between the
experimental and the control groups?
• What are the least-learned competencies of the grade 4 learners in
Mathematics?
• Based on the findings, what enhanced strategic intervention materials can
be designed?
 SIGNIFICANCE OF THE STUDY

• This study would furnish information to the learners with regards to the
basic fundamental Math skills and academic performance. The results of
this study would help the teachers to be able to find solutions to
particular problems.
• The findings/results of the study will be beneficial to the learners, teachers,
parents, school heads, DepEd, community, researcher and future
researchers.
 RESEARCH DESIGN

•This Research made use of an Experimental method approach

which is the process of carrying out research in an objective and
controlled fashion so that precision is maximized and specific
conclusions can be drawn regarding a hypothesis statement.
Generally, the purpose is to establish the effect that a factor or
independent variable has on a dependent variable.
•
• This study made use of an embedded mixed-methods approach to
contextualize information and it includes individual experiences
(Creswell et.al 2011). The embedded mixed-methods approach where
quantitative data were complemented with qualitative data.
• The researcher manipulated one variable, the experimental group. It
employed the use of Grade 4 learners before and after exposure to
Differentiated instructions in Mathematics.
THE FLOW OF THE STUDY
TABLE OF RESPONDENTS
 TREATMENT OF DATA

• Frequency
• T-Test of two samples (mean
difference mean improvement)
 DEFINITION OF TERMS

• Differentiated Instruction is a clear and solid method to modify instruction. A teaching

philosophy that allows students to have multiple options for taking in information, making
sense of ideas, and expressing what they learn (Mann & Willis, 2000).

• Math achievement is using research-based teaching methods to ensure all students can
show mastery of grade level skills being taught (Byrnes, 2001).

• Whole Class Instruction is typically teacher led. The teacher teaches the entire class the
same lesson regardless of the specific needs of the students in the class (Meador, n.d.).
THANK YOU !