THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION STRATEGY IN

TEACHING ENGLISH FOUR

Classrooms are full of diverse learners in this second decade of the 21st century, both

culturally and linguistically (Gregory & Chapman, 2013). Diversity is common in every

classroom, and in each room we can find distinctive perspectives and characteristics of young

individuals ready and willing to learn, and teaching diverse pupils is always a great challenge to

every educator. It is very crucial to the teachers to be mindful on how the pupils learn best in

order for them to satisfy the needs of their diverse pupils (Gregory & Chapman, 2013). Teaching

pupils that possess individual differences and with the variety of learning styles really a big

responsibility of the teachers that need to develop and enhance.

Educators should consider the academic differences of the learners to help them integrate

the content of the curriculum to their own lives and modify the complexity of instruction so all

pupils’ experience learning success thus, making learning meaningful and interesting to them

(Green, 1999 and Subban, 2006). Having diverse classroom and teaching diverse pupils will help

discover the many benefits and learning opportunities both for the pupils and the teachers.

The scenario of having a diverse classroom with diverse pupils is not new in Philippine

education and it is always a problem on how to address the different learning preferences and

styles of the pupils. It is observed in the Philippine classroom that most of the teachers are

engaged in traditional instruction, in which one lesson is designed to meet the needs of all

learners, and these teachers think they are using differentiation but actually not. English subject

like other academic subjects, suffered much because pupils’ diversity were not addressed.

Learning preferences and styles were not given attention, thus, learning becomes difficult and

boring.
THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION STRATEGY IN

TEACHING ENGLISH FOUR

In response to the different levels and needs of the pupils, differentiated instruction is the

approach in the learning environment of Philippine classroom that has 40-50 pupils or more

(Aranda and Zamora, 2016). The Philippines has a good set of policies exemplifying the

employment of differentiated instruction in mainstream primary schools. In 2009, for example,

the Department of Education published DepEd Order No. 72 asserting the critical role of

differentiated instruction in increasing the school participation rate of children. It specifically

states that “curriculum modifications shall be implemented in the forms of adaptations and

accommodations to foster optimum learning based on individual’s needs and potentials”. Three

years later, the Philippines adapted the K to 12 Basic Education Program from kindergarten to

grade 12. This policy judiciously considers DepEd Order No. 72 on differentiated instruction. As

exemplified in its features and principles, the K to 12 Program gives utmost importance to

learner-centered curriculum, inclusive education, and effective teaching, learning, and

assessment processes (Villamero, 2014).

Thus, the differentiated classroom will help the teacher to support and respond to the

academic needs of the learners. According to Prince and Howard (2002) as cited by Koeze

(2007), in a differentiated classroom, there is no room for fear and pupils are free to take risks in

their learning. By developing lessons according to pupils’ readiness levels, interest, learning

profiles, teachers will be able to integrate pupil’s prior knowledge and experiences outside the

school environment which will empower pupils to view things differently and share their

opinions because they already have knowledge and interest in the topic.
THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION STRATEGY IN

TEACHING ENGLISH FOUR

In our school, it is not new to have diverse learners. It is the problem of teachers on how

to accommodate the different learning preferences and learning styles of pupils. This motivate

the researchers to conduct a study on differentiated instruction in teaching English to apply the

knowledge learned from seminar/workshop about it and to prove the results of the previous

studies.

Theoretical and Conceptual Framework

The theoretical framework is anchored to DepEd Order No. 72 series of 2009, Inclusive

Education as Strategy for Increasing Participation Rate of Children wherein Differentiated

Instruction is one of the teaching and learning strategies of teacher that can be applied to ensure

inclusive and learner-centered education. It is also in line to DepEd Order No. 39, series of 2016,

Adaption of the Basic Education Research Agenda to widen and spread the use of differentiated

instruction among teachers.

Researchers and school administrators view the social constructivist learning theory

engendered by Russian psychologist, Vygotsky (1896-1934), as central to instructional

enhancement, classroom change and redevelopment .Vygotsky’s notion of Zone Proximal

Development (ZPD) as an important way to teach students. The ZPD is the distance between a

child’s actual development level and the potential level. Vygotsky states that ZPD is “what the

child is able to do in collaboration today he will be able to do independently tomorrow”. Given

ZPD theory, assessment plays a large role in establishing readiness and scaffolding material. By

assessing a student’s readiness level teachers are able to provide instruction that is

developmentally appropriate. Given the implementation of Differentiated Instruction (DI) and

THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION STRATEGY IN

TEACHING ENGLISH FOUR

the knowledge of ZPD teachers are able to assess his/her students and provide instruction rich

in content at the student’s instructional level. Vygotsky believed that as long as a

knowledgeable person was collaborating with a child, that child could continue to move forward

in his learning.

In addition, Gardner (1993) in his Theory of Multiple Intelligences cited that learners

have variety of intelligence modalities and effective education is directed in a manner that

reaches the learner through venues that match the student’s areas of intellectual. In order for the

teacher to apply the differentiated instruction, he/she should know the intelligent of each pupil.

Some pupils can be visual-spatial wherein they like to draw, do jigsaw puzzles, read maps, and

daydream. Some might bodily-kinesthetic where they communicate well through body language

and be taught through physical activity, hands-on learning, and acting out, role playing. Others

might be logical -Mathematical wherein they like to experiment, solve puzzles, and ask cosmic

questions. Using assessment, teachers can identify the intelligence of each pupil. Teachers may

use it in making activities that will suit to every learner.

Moreover, Kolb's learning style theory sets out four distinct learning styles, which are

based on a four-stage learning cycle. He explains that different people naturally prefer a certain

single different learning style. Various factors influence a person's preferred style (Koeze,

2007). Knowing the pupil's learning style, teachers may use different activities which assist the

understanding of every pupil. Teacher may also prepare activities that will interest the pupils to

make the teaching and learning outcome favored to the teacher.

THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION STRATEGY IN

TEACHING ENGLISH FOUR

Purposively selected (Treatment)

Experimental Group
Differentiated POST-TEST
Instruction
PRE-TEST

Purposively selected
Control Group POST-TEST

PRE-TEST

Figure 1.Conceptual framework showing the relationship of pre-test and post-test of

experimental group and control group.

Research Questions

This study will be conducted primarily to determine the effectiveness of differentiated

instruction in the academic performance of the respondents.

Specifically, the study aim to answer the following questions:

1. What is the performance of the two groups of respondents in the pretest?

1.1. Control group

1.2. Experimental group

THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION STRATEGY IN

TEACHING ENGLISH FOUR

2. What is the performance of the two groups of respondents in the posttest?

2.1. Control group

2.2. Experimental group

3. Is there a significant difference between the pretest scores of the control and experimental

group?

4. Is there a significant difference between the posttest scores of the control and experimental

group?

5. Is there a significant difference between the pretest and posttest scores of the control and

experimental group?

Hypotheses of the Study

Based on the research questions, the following hypotheses were drawn.

1. There is no significant difference between the pretest result of the experimental and

control group.

2. There is no significant difference between the posttest result of the experimental and

control group.

3. There is no significant difference between the pretest and posttest result of the

experimental and control group.

Significance of the Study

This study is important because today classrooms have become more academically

diverse. Thus, there is a great need for teachers to teach responsively with a focus on meeting the

needs of all learners (Tomlinson, 2000). Teachers are responsible for assisting all pupils in
realizing their potential and making school a place where every pupils can succeed (Johnsen,

2003). Differentiated instruction is one approach that meets the learning needs of all learners

(Anderson, 2007; Tomlinson 2000).

The present study adds to recent scholarly research on differentiated instruction

(Thompson, 2009) thereby promoting the approach. In this study researchers can describe their

thoughts and experiences in implementing differentiated instruction, and the influence of these

on their classroom practice.

Furthermore, the findings may guide teachers to be more personal in implementing the

use of differentiated instruction. It may also help to have more effective use of differentiated

instruction in the classroom situations.

Lastly, an important outcome of the current study is that the study has implications for

social change because the differentiated instructional approach is an instructional strategy that

promotes social change within a school system (Tomlinson 2000). And the output of this study

may inspire future researchers to conduct studies related to differentiated instruction.

Scope and Delimitation of the Study

The study will focuses on determining the effectiveness of differentiated instruction in

terms of improving the academic performance of the learners in English subject. The respondents

of the study are the two sections of grade four pupils of Reserva Elementary School for the

current school year.

THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION STRATEGY IN

TEACHING ENGLISH FOUR

METHODOLOGY

Type of Research

This study will employ a true experimental design, specifically a two-group pretest and

posttest study design. Experimental method is a systematic and scientific approach to research in

which the researcher manipulates one or more variables, and controls and measures any change

in other variables.

This action research will utilize the experimental method since its main purpose is to

determine the effectiveness of differentiated instruction on the achievement of pupils in a

grading period in Grade IV English subject.

Respondents

This study will be conducted to grade IV-classes. Each class consist of 30 pupils. Two

sections will be taught the same lessons in a grading period aligned to the curriculum guide of

Department of Education. The control group will be taught using the traditional approach while

the experimental group will be taught using the differentiated instruction with three sets of

activities, three sets of evaluation and facilitation of the three groupings for the whole grading

period.

Sampling Method

Purposive sampling will be used on this study since there are 3 sections that the school

have. This type of sampling can be very useful in situations when you need to reach a targeted

sample quickly, and where sampling for proportionality is not the main concern.
THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION STRATEGY IN

TEACHING ENGLISH FOUR

Proposed Innovation/Intervention/Strategy

The researchers proposed to conduct School Learning Cell (SLAC) where in teachers will

be given time to create different activities that will suite to the different learning styles of pupils.

Budget is also needed to make this SLAC to avoid burden to teachers.

Instruments

The researchers will use test questions like pre-test to determine the stock knowledge of

pupils in English lessons. Determining the lessons which needed more focus will help the

researchers to give more emphasis on these lessons.

In teaching the experimental group, the researchers will create different activities which

are suited to the learning styles of pupils. To know the learning styles of pupils, and group them

accordingly, the researchers will use the VAK learning styles assessment questionnaire. This is

compose of 30 questions which will identify if the pupils are visual, auditory or kinesthetic.

The researchers will also use summative tests to assess the understanding of pupils and

compare if there is a difference between the score of control group and experimental group.

Lastly, the researchers will conduct the periodical tests to evaluate the learning of pupils in

identified grading period.

The results of pretest and posttest will be compared to determine whether using

differentiated instruction is effective or not.

Data Collection Procedure and Ethical Considerations

 Before the conduct of the study, the researchers will secure the approval from the school

principal and from the Schools Division Superintendent. The participants will be oriented about

the objectives and procedures of the study.

Before the differentiation start, the researchers will identify the learning profile of the

pupils by conducting pre-test that will show the readiness of the pupils using K to 12 Basic

Curriculum module and learning style inventory using VAK. This will be administered to both

control and experimental groups during the first week of the target quarter. The experimental

group inventory result will be used in giving differentiated instructions while the result of the

control group will be used only in comparing if there are differences in learning styles of the

pupils in control and experimental group.

The control group will be given traditional or direct instruction in their English lessons in

the target quarter and conducting the same activities for all types of pupils learning styles.

After assessing the different learning styles of the pupils, the researchers will prepare the

lessons according to their styles of learning. The researchers will identify at least three learning

styles of each pupils, for the reason that, each pupils can have one or more learning styles. Every

lesson will be designed specifically for the characteristics of each learning types of the pupils

and make use of flexible grouping. For eight weeks, the experiment group will be exposed to the

differentiated instruction.

Data Analysis

The scores of both the pretest and the post test will be taken and these data will be

encoded, tallied, and statistically treated using the mean, standard deviation, and t-test of

significant.
 The mean and the standard deviation will be used to determine the level of performance

of control and experimental groups, while the t test will employ to determine the significant

difference of the mean scores on pretest and posttest of both groups.

 Work Plan

Date Objectives Action

August 11, 2017 Submit action research Submitted action research
proposal proposal
August 14, 2017 - Wait for the approved action Waited for the approved
Oct 22, 2017 research action research
October 23, 2017 Receive the approved Received the approved
Project proposal Project proposal
October 24, 2017 Ask permission to conduct Permission granted
the action research
Oct 25, 2017 Conduct pretest to the control Result of pretest to the
and experiment sections. control and experiment
sections was compared
Oct 26, 2017- Jan 10, 2018 Applying differentiated Assess the understanding of
instruction to experiment pupils through summative
section while usual method to tests.
control group.
Jan 11, 2018 Conduct post test Record post test result both
control an experiment section
Jan 12, 2018-Jan 30, 2018 Analyze the result of pre-test Results were identified
and post test
Feb 1, 2018 Presentation of final output Approved action research
 Cost Estimates

Particulars Amount
Implementation of the action research
Supplies and Materials for Conducting Php 2,000
Research
Local Transportation for Validation/Pilot Php 2,000
Testing of Instrument and Gathering Data
Reproduction of Research Instruments Php 4,000
Reproduction of Final Copy of Research Php 3,000
Paper
B. Results Dissemination
District/Cluster Research Php 2000
Congress/Colloquium
Grand Total Php 13, 000
Plan for Dissemination and Utilization
RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT OF
IMMEDIATE SUPERVISOR

A. RESEARCH INFORMATION

RESEARCH TITLE:
The Effectiveness of Differentiated Instruction Strategy in Teaching English Four
SHORT DESCRIPTION OF THE RESEARCH
Pupil’s diversity inside the classroom challenges educators to create an environment focuses
on individual learning. Differentiated instruction base on different learning styles of each
pupils can facilitate individual learning. The purpose of the study is to investigate the
effectiveness of differentiated instruction in the academic performance of grade four in
English subject. In this study, experimental design will be used to determine the effectiveness
of differentiated instruction in terms of improving the academic performance of the pupils.
The participants are purposively chosen for the control and experimental group, respectively.
The learning styles of the pupils are identified using the VAK Pupils Learning Style Scale
which serve as the basis for designing differentiated activities in English subject. The
experimental group will receive differentiated instruction for two months while the control
group will receive traditional teaching instruction.
RESEARCH CATEGORY (check only one) RESEARCH AGENDA CATEGORY

National (check only one main research theme)

Regional
Teaching and Learning
Division
Child Protection
District
Human Resource Development
School
Governance

(check only one)

(check up to one cross-cutting theme, if
Applied Research applicable)
(check only one main research theme)
Action Research
DRRm
Gender and Development
Inclusive Education
Others (please specify)
FUND SOURCE: BERF AMOUNT: Php. 13,000
TOTAL AMOUNT Php. 13,000
B. PROPONENT INFORMATION
LEAD PROPONENT/INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

BANGNIWAN MAXZUEL BACQUILED

BIRTHDATE : SEX: MALE POSITION/DESIGNATION:

(04/24/1985) TEACHER II
REGION/DIVISION/SCHOOL:

REGION III/AURORA/RESERVA ELEMENTARY SCHOOL

CONTACT NUMBER 1 CONTACT NUMBER 2: EMAIL ADDRESS:

09293953289 [email protected]
EDUCATIONAL TITLE OF THESIS/RELATED RESEARCH PROJECT
ATTAINMENT
(DEGREE TITLE)

BACHELOR OF
SCIENCE IN
ELEMENTARY
EDUCATION

SIGNATURE OF PROPONENT:

PROPONENT 2

LAST NAME: FIRST NAME: MIDDLE NAME:

VILLANUEVA SOPHIA TUMITIT

BIRTHDATE : SEX: FEMALE POSITION/DESIGNATION:

(02/07/1985) TEACHER II
REGION/DIVISION/SCHOOL:

REGION III/AURORA/RESERVA ELEMENTARY SCHOOL

CONTACT NUMBER 1 CONTACT NUMBER 2: EMAIL ADDRESS:

09103030824 [email protected]
EDUCATIONAL TITLE OF THESIS/RELATED RESEARCH PROJECT
ATTAINMENT
(DEGREE TITLE)

BACHELOR OF
SCIENCE IN
ELEMENTARY
EDUCATION
MASTER OF ARTS TEACHER’S PERCEPTION AND LEVELS OF
MAJOR IN
EDUCATIONAL ADAPTION OF DIFFERENTIATED INSTRUCTION
MANAGEMENT
SIGNATURE OF PROPONENT:

PROPONENT 3

LAST NAME: FIRST NAME: MIDDLE NAME:

ALOJADO ETHEL JASTIVA

BIRTHDATE : SEX: FEMALE POSITION/DESIGNATION:

(02/07/1985) TEACHER II
REGION/DIVISION/SCHOOL:

REGION III/AURORA/RESERVA ELEMENTARY SCHOOL

 CONTACT NUMBER 1 CONTACT NUMBER 2: EMAIL ADDRESS:

EDUCATIONAL TITLE OF THESIS/RELATED RESEARCH PROJECT

ATTAINMENT
(DEGREE TITLE)

BACHELOR OF
SCIENCE IN
ELEMENTARY
EDUCATION

SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponents have the capacity to
implement a research study without compromising their office functions.

NERISSA D. QUERIJERO_______________

Name and Signature if Immediate Supervisor

Position/Designation:____________________

Date:__________________________________
II. Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM

1. We, Maxzuel B. Bangniwan, Sophia T. Villanueva, and Ethel J. Alojado, understand that
plagiarism is the act of taking and using another’s ideas and work of another person
and/or using some parts of their work without proper acknowledgement and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be original content. I shall use appropriate citations in
referencing other works from previous sources.

3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education.
 PROPONENT 1:

MAXZUEL B. BANGNIWAN
SIGNATURE:______________________
DATE:____________________________

PROPONENT 2:

SOPHIA T. VILLANUEVA
SIGNATURE:______________________
DATE:____________________________

PROPONENT 3:

ETHEL J. ALOJADO
SIGNATURE:______________________
DATE:____________________________

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. We, Maxzuel B. Bangniwan, Sophia T. Villanueva, and Ethel J. Alojado, understand

that conflict of interest refers to situations in which financial or other personal
considerations may compromise judgment in evaluating, conducting, or reporting
research.

2. We hereby declare that we do not have any personal conflict of interest that may arise
from the application and submission of our research proposal. We understand that our
research proposal may be turned to me if found out that there is conflict of interest
during initial screening as per RGM provision.

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of our research, we will duly report it to the
research committee for immediate action.

4. We understand that we may be held accountable by the Department of Education for

any conflict of interest which we have intentionally concealed.
 PROPONENT 1:

MAXZUEL B. BANGNIWAN
SIGNATURE:______________________
DATE:____________________________

PROPONENT 2:

SOPHIA T. VILLANUEVA
SIGNATURE:______________________
DATE:____________________________

PROPONENT 3:

ETHEL J. ALOJADO
SIGNATURE:______________________
DATE:____________________________

References

Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all

students. Preventing School Failure, 51(3), 49-54.
Aranda, M. R. and Zamora, J. L. (2016), Using Differentiated Instruction in Improving
the Academic Performance of Students in Filipino Language. National University,
Manila

DepEd Order No. 72 series of 2009, Inclusive Education as Strategy for Increasing
Participation Rate of Children

DepEd Order No. 39, series of 2016, Adaption of the Basic Education Research Agenda

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic
Books.

Green, F. (1999). Brain and learning research: Implications for meeting the needs of
diverse learners. Education, 119, 682-694.

Gregory, G. H. & Chapman, C. (2013). Differentiated instructional Strategies. USA:

Corwin.

Johnsen, S. (2003). Adapting instruction with heterogeneous groups. Gifted Child Today,
26(3), 5-6.

K to 12 Curriculum, 2016. Republic of the Philippines Department of Education

Retrieved from: http://www.deped.gov.ph/mandate

Koeze, P. A. (2007). Differentiated Instruction: The effect on student achievement in an

elementary school. Master’s thesis and doctoral dissertation. Paper 31.

Kolb, D. (1984). Kolb’s Learning Style. Retrieved from

https://www.simplypsychology.org

Subban, P. (2006). Differentiated instruction: A research basis. International Education

Journal. 7, 935-947. Retrieved from [email protected].

Thompson, V. (2009). Impact of differentiation on instructional practices in the

elementary classroom (Doctoral Dissertation, Walden University). Retrieved July 2, 2010
from Proquest Research Database.

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all

106 learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Villamero, R. C. (2014). Teachers Assessment Strategies for Children with Disabilities:
A Constructivist Study in Regular Primary Schools in Negros Oriental, Philippines
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.

https://www.slideshare.net/sazzadkarim2/experimental-384970
THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION STRATEGY
IN TEACHING ENGLISH FOUR
 Sophia Tumitit Villanueva

Maxzuel Bacquiled Bangniwan

Ethel Jastiva Alojado

Reserva Elementary School

Table of Contents

Title Page i
Table of Contents ii
Context and Rationale 3

Conceptual Framework 3
Research Questions 6
Hypotheses of the Study 6
Significance of the Study 7
Scope and Delimitations 8
Methodology 9
Type of Research 9
Respondents and Sampling Method 9
Propose Innovation 10
Instruments 10
Data Collection Procedure and Ethical Considerations 11
Data Analysis 12
References 13
Appendices 14

A. Instruments

B. Consent/Assent letters

C. Attachments

ii