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ISSN 2522-9400 European Modern Studies Journal Vol 8 No 4

available at www.journal-ems.com
DOI: 10.59573/emsj.8(4).2024.11
Differentiated Instructional Practices and Academic Performance in Mathematics

Angeline B. Vacalares, Dr. Carmelita O. Elbanbuena and Jovit D. Comon


PHINMA Cagayan de Oro College, Philippines

Abstract. This study addresses the challenge of student performance in Mathematics


by evaluating the effectiveness of differentiated instructional practices. Conducted in the
Division of El Salvador City during the 2022-2023 school year, the research involved 156
teachers. It aimed to explore the respondents' profiles, the effectiveness of varied instructional
methods, and their relationship to student performance in Mathematics during the First and
Second Quarters. Data was collected through a descriptive questionnaire and analyzed using
statistical tools like mean, frequency, standard deviation, and Pearson correlation. The findings
indicate a significant positive relationship between differentiated instructional practices and
students' academic performance in Mathematics. Differentiated instruction, which caters to
diverse learning needs, enhances students’ understanding by fostering engagement, motivation,
and comprehension. The study concludes that Mathematics teachers possess a moderate level
of proficiency in using differentiated instructional practices. It highlights the importance of
supportive learning environments, continuous professional development, and access to
necessary resources for promoting academic success. Recommendations include ongoing
professional development in Mathematics instruction and differentiation strategies, as well as
targeted intervention programs for struggling students. Aligning tiered assignments with
curriculum goals is also emphasized to ensure personalized instruction and the effectiveness of
classroom tasks.
Keywords: school-based feeding program, challenges, implementation

Introduction
Differentiated instructional practices in modern education cater to the diverse learning
needs of students by recognizing their individual abilities, preferences, and challenges.
Personalized strategies are employed to optimize academic growth and success, tailoring
instruction to suit various learning styles, interests, and readiness levels. This approach fosters
inclusive and engaging learning environments where every student can excel. Promoting
equity, student autonomy, and personalized support, differentiated instructional practices
enhance overall learning outcomes, ensuring that each learner has the resources necessary to
achieve their full potential. Mathematics is a critical subject taught in elementary and secondary
education that provides students with fundamental knowledge and skills to organize their lives
(Ariyanti & Santoso, 2020).
Differentiated instruction is a strategy that can effectively meet the diverse needs of all
students, leading to improved student achievement (Parsons et al., 2018; Valiandes &
Neophytou, 2018). Arranging differentiated lessons in a progression from basic to advanced
skills is crucial to ensure that students master foundational concepts before tackling more
complex skills. Despite the difficulties involved, differentiated instruction continues to be
beneficial in enhancing student achievements in Mathematics and other academic areas.
Differentiation is a philosophy of teaching rooted in deep respect for students, acknowledgment
of their differences, and the drive to help all students thrive, there is the wish to improve equity
or equality among students (Kyriakides et al., 2018).
Every student has unique learning methods, abilities, and interests. Our goal is to
cultivate an inclusive and supportive learning environment where all students can flourish and
reach their full potential. To begin with, starts by assessing students' strengths, weaknesses,

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and learning preferences. Administers various assessments, such as diagnostic tests,
observations, and informal discussions, to gather information about each student's academic
level and individual needs. For example, provides multiple options for students to demonstrate
their understanding about the previous topics being discussed in their lower years. In the school
where the researcher was assigned, majority of the students struggle in the basic operations
where these are essential skills for success in more advanced Mathematics concepts. The basic
operations and the skills will serve as their foundation in dealing with problems in real life
scenario.
Further, to accommodate different learning styles, teachers must design hands-on
activities, visual aids, and interactive discussions. In addition to academic differentiation, the
researcher also address social-emotional needs, promotes a positive and inclusive classroom
culture where students feel safe to express themselves. Incorporates cooperative learning
activities, peer feedback, and promotes a growth mindset to build students' self-confidence and
resilience. To ensure the success of differentiated instruction, collaborates with other educators,
specialists, and parents. Differentiated instruction created a dynamic and supportive learning
environment. Students feel valued, challenged, and empowered to take ownership of their
learning, resulting in increased academic achievement and overall growth.
Moreover, this research explored the connection between teachers' use of differentiated
instructional practices and students' academic performance in Mathematics. The research
aimed to shed light on the impact of differentiated instructional practices on student
engagement, comprehension, and academic performance. Additionally, it sought to identify
successful teaching techniques that can be utilized in the field of Mathematics education. By
studying different teaching methods and their impact on student learning, the goal is to
determine which strategies yield the best results in terms of comprehension and retention. In
addition to identifying effective strategies, the study also sought to enhance student
engagement. By exploring innovative approaches to teaching Mathematics, researchers hope
to create a learning environment that captivates students' interest and encourages active
participation. Engaging students in the subject matter can spark their motivation, deepen their
understanding, and foster a more positive attitude towards Mathematics.
The Division Achievement Test 2022 result in the Division of El Salvador revealed that
elementary schools got an overall percentage of 53.45% while junior high school got an overall
percentage of 39.92% in Mathematics. The result showed that there is a need for learners to
improve their academic performance in Mathematics. This could be attributed to various
factors such as a lack of understanding of basic concepts, insufficient practice, or ineffective
teaching methods. Moreover, distractions and lack of motivation can also contribute to poor
academic performance.
According to Division Memo No. 219, s. 2022 on the Division Achievement Test
(DAT) was administered to Grade 3 to Grade 12 learners in 2022. This assessment aimed to
identify learning gaps and develop appropriate interventions to enhance student performance
in the Division of El Salvador City. The result of this assessment provided valuable insights
into the effectiveness of current teaching methods and curricula. Thus, teachers, learners,
parents, stakeholders, and administrators need to work together to address the problem in
academic performance and differentiated instructional practices of teachers that enhanced the
learners' learning experience in Mathematics.

Literature Review

Differentiated Assessment Method


Differentiated assessment, a method that tailors assessment to individual student needs,
has been explored in various educational contexts. In Mathematics, Hajdeu (2023) proposed

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models for differentiated assessment tests, while Esingeldinov (2021) emphasized the role of
teachers in its application. These studies collectively underscore the potential of differentiated
assessment in promoting fair and effective evaluation of student learning. Assessment most
importantly allows instructors to have a better picture of their learners’ abilities as it allows
continuous interaction between assessment and instruction (Al-Mahrooqi & Denman, 2018).
Differentiated assessment is an approach to alternative assessment that aims to accommodate
the diverse needs and abilities of learners. Time and again, studies have shown that learners
are different not only in terms of characteristics and background, but also in learning abilities,
styles, preferences, needs, adult support, experience, and interests (Kaur et al., 2018; Moon et
al., 2020). However, the Malaysian education predominantly uses standardized test as a form
of assessment although its practice has been subjected to heavy criticism (Chin et al., 2019;
John, 2018; Wilson & Narasuman, 2020). Standardized tests which are widely practiced in
examination-oriented education cause excessive learning fatigue, and distorting learners from
growing within their capabilities and educators from being creative (Chan et al., 2018). The
implementation of assessment for learning requires teachers to assess their students using
alternative methods that go beyond worksheets and written assignments (Chin et al., 2019).
Differentiated assessment, a form of alternative assessment, is crucial for meeting the
unique needs of diverse learners. It empowers students to choose their preferred assessment
methods and develop their skills based on their individual learning styles and strengths. By
encouraging students to recognize their strengths and weaknesses in relation to learning goals,
differentiated assessment fosters autonomous learning skills. This allows students to self-
regulate their learning, progress effectively, and ultimately achieve their targeted learning
goals. Moreover, differentiated assessment allows flexibility in learning progress whereby
there is no obligatory timeline for students to adhere to (Moon et al., 2020). Both Higher
Education and Training and Differentiated Instruction advocate formative assessment and
mastery learning (Pozas & Schneider, 2019). Mastery learning prioritizes skill development
over competition. Students have clear learning goals, and the teacher regularly monitors
students and provides progress feedback and feedforward. This encourages students to self-
monitor and re-set goals with their teacher, so the process is dynamic. Both Higher Education
and Training and Differentiated Instruction advocates recognize the importance of goal setting
in accelerating student progress.

Flexible Grouping
Flexible grouping is an instructional approach that adapts to students' needs and
promotes engagement. This approach utilizes small, mixed-ability groups to enhance
educational outcomes for all students, often incorporating cooperative learning structures like
Kagan's methods. It exemplifies one type of instructional arrangement within the flexible
grouping high leverage practice, emphasizing the use of small, mixed-ability groups with
embedded cooperative learning structures. Cooperative learning is probably the most well-
known and extensively researched instructional approach that uses small, mixed-ability groups
(Maheady et al., 2018). Research has shown that flexible grouping can increase student
engagement and is viewed positively by both students and teachers. This is a classroom
management method that utilizes a variety of activities to create an effective teaching and
learning process. The groups can be changed according to the needs. With various approaches,
students' engagement and progress are going to increase (Witono, 2022).
McKeen (2019) found that while flexible grouping in a school in Georgia allowed for
more tailored instruction, it did not directly correlate with improved performance. The goal is
to group students based on their strengths and capabilities, enabling teachers to customize
instruction to support individual student needs and enhance their success in the existing
learning settings. This approach enables teachers to closely track student progress, leading to

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more personalized lessons tailored to individual strengths and weaknesses. However, there was
no direct link found between flexible grouping and academic performance, as some students
excelled while others faced challenges. In the Prast et al. (2018) study, teachers were provided
with professional development to help them implement ability-grouped lessons using a
program called Goal, Reality, Options and Will. Through this program, teachers differentiate
Mathematics lessons using a cycle of differentiation which starts with the teachers analyzing
students’ current skills and dividing them into three groups (low, average, and high achieving).
To monitor the effectiveness of the program, students were given a standardized Mathematics
assessment at the middle and end of the school year, over a two-year period.
Overall, the results showed that ability grouping in these schools was mildly successful.
Students in the lower group experienced more increases in success than those in the higher
groups. Teachers who were experienced, committed to the program, and focused on the specific
needs of individual students were essential to the success of the program. While differentiated
instruction is emphasized, teachers often hesitate to implement flexible grouping. Classrooms
are increasingly diverse in terms of academic ability and achievement levels, with a growing
range of student needs. One common approach to organizing students is ability grouping, which
adapts instruction to the needs of different ability groups within a heterogeneous classroom.

Individualized Support
Xhomara (2020) found that while individual study work strongly influences academic
success, lecturer support does not. It showed that independent study significantly impacts
students' academic achievement, while the support from lecturers does not have a notable
influence. Additionally, students' academic success is greatly attributed to both independent
study and lecturer support. This study stands out as one of the few with findings that align
closely with these results. Knauder (2019) further investigated the factors influencing
individualized student support in primary school teaching, identifying self-efficacy beliefs,
intrinsic support intention, and attitudes as key predictors. The utilization of personalized
support interventions was directly influenced by self-efficacy beliefs and the innate intention
to provide support, and indirectly affected by teachers' attitudes.
Zhiyenbayeva (2021) found that personalized learning significantly improved academic
performance, particularly for students with lower Mathematical ability.It showcases the
effectiveness of personalized learning, a contemporary teaching approach in the 21st century
that urges teachers to modernize traditional practices for both physical and online classrooms.
Many educational systems worldwide are transitioning to a new personalized learning model
that caters to student needs, offers individualized learning paths, and values unique skills and
attributes. Gomes (2023) and Sharma (2024) both emphasized the importance of tailoring
support to individual needs and preferences, with Gomes implementing diagnostic tests to
identify specific difficulties and Sharma proposing a model that uses diagnostic assessments
and technology to enhance student engagement and understanding. Traditional Mathematics
instruction often falls short in meeting the diverse learning needs of students, resulting in
frustration and disengagement. This study suggests personalized learning, which utilizes
sequential learning, diagnostic assessments, and technology to adapt instruction to individual
needs. It explores the potential of personalized learning to boost student engagement,
motivation, and a deeper understanding of Mathematics.

Tiered Assignment
Tumangkeng (2020) observed that tiered assignments enhanced students' ability to
identify, analyze, and associate phenomena over time. Multilevel assignments hold significant
potential to enhance students' comprehension and prepare them for subsequent courses. Brock
et al. (2020) demonstrated the efficacy of a tiered training model for paraeducators working

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with students with severe disabilities, showing improved implementation fidelity of systematic
prompting strategies. Paraeducators successfully applied their training to new situations, and
students with severe disabilities who received instruction demonstrated progress on their
individualized goals. A tiered training model proves to be a viable and promising approach for
training paraeducators. A meta-analysis by Jitendra et al. (2020) revealed that tiered
Mathematics interventions for students with Mathematics difficulties had a moderate positive
effect with effectiveness moderated by intervention model type, group size, and measure type.
Mixed-effects meta-regression analyses indicated that the effectiveness of tiered interventions
was influenced by the specific intervention model, group size, and the type of measurement
used.
Considering the significant increase in diverse learning needs within inclusive
classrooms, the recommended approach for teachers to manage student heterogeneity in their
daily teaching is to implement differentiated instruction. Pozas and Schneider (2019) proposed
a comprehensive taxonomy of the differentiated instruction practices known in literature and
practice. The taxonomy includes the following categories: tiered assignments, intentional
grouping of students, tutoring systems integrated into learning, staggered use of nonverbal aids,
mastery learning, and open education. Tiered assignments are the most applied differentiated
instruction practice. It's important to note that "assignment" doesn't necessarily mean that the
tasks have to be given by teachers. In foregrounding a more learner-centered approach,
students can select, for instance, between different tasks. The majority of research on the impact
of differentiated instruction has concentrated on academic results, with limited studies
exploring emotional, social, or motivational outcomes for students.

Varied Instructional Materials


A meta-analysis found that using materials in Mathematics education has a significant
positive effect on achievement, with differences observed across Mathematics topics, material
types, and application times. The rapid advancement of technology has made the use of
educational materials increasingly important. To date, researchers have often explored the
effects of using educational materials in Mathematics instruction on academic achievement
(Kul et al., 2018). In genetics education, gamified instructional materials were developed to
enhance teaching and learning for Grade 12 STEM students. As technology progresses, the
need for innovative instructional materials grows. The Department of Education urges teachers
to develop instructional materials. (Funa & Ricafort, 2019). A comprehensive review of studies
on modern instructional materials found that 93% of articles reported beneficial effects on
academic learning, while 7% indicated no benefits, with factors such as age, environment, and
culture influencing effectiveness. It explored the effects of contemporary instructional
materials on academic learning. Many researchers believe that using modern instructional
materials is beneficial in a variety of ways, and only a few do not (Niegos et al., 2022).
Currently, our understanding is limited regarding the specific characteristics that
teachers prioritize in their curriculum materials and their perceptions of what constitutes
effective materials to guide their teaching. Kaufman and Berglund (2018) suggest that
teachers’ use of materials might be related to their perceptions of the extent to which the
material is engaging and appropriately challenging for students and usable for teachers. This
report expands upon previous research by analyzing survey data from a nationally
representative sample of middle and high school English Language Arts and Mathematics
teachers. The study investigates how teachers utilize and perceive their instructional materials
in terms of engagement, challenge, and usability. Additionally, interview data is used to delve
deeper into teachers' perspectives on what constitutes engaging, appropriately challenging, and
usable instructional materials. Engagement refers to the extent to which materials capture and
maintain student interest and attention. Appropriately challenging materials address the

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academic and learning needs of students. Usability encompasses the presence of components
that teachers find desirable and easy to implement or adapt to meet their students' needs.
Furthermore, The New Teacher Project (2018) report underscores the importance of
understanding teachers’ perceptions of appropriate levels of challenge. The researchers
discovered that students dedicated a significant amount of time to tasks that were below their
grade level, indicating limited opportunities for students, especially those from traditionally
underserved backgrounds (such as students of color, those with disabilities, from low-income
households, and English learners), to showcase proficiency at their grade level. Materials
chosen or developed by teachers were generally less likely to meet academic standards
compared to materials provided by the district. Districts and schools could offer professional
development that emphasizes the elements of district-provided materials aligning with teachers'
valued characteristics or supports teachers in adapting materials to meet these criteria. These
initiatives acknowledge both the significance of teacher perspectives and the necessity to
enhance teachers' comprehension and utilization of adopted materials, ensuring that any
modifications maintain quality and academic rigor.

Statement of the Problem


This study aimed to examine the differentiated instructional practices and academic
performance in Mathematics. Particularly, this paper sought to answer the following questions:
1. What are the respondents profile in terms of field of specialization, number of teaching
experience, highest educational attainment, and trainings/seminars attended?
2. What is the respondents level of practice on differentiated instructional practices based
on differentiated assessment methods, flexible grouping, individualized support, tiered
assignments, and varied instructional materials?
3. What is the academic performance level of the respondents in Mathematics during the
First and Second Quarter?
4. Is there a significant relationship between differentiated instructional practices and
academic performance in Mathematics during the First and Second Quarters?
5. Is there a significant relationship between academic performance and the respondent’s
profile?

Theoretical Framework
This research is based on Vygotsky's sociocultural theory of cognitive development
from 1978 and Gardner's theory of multiple intelligences. According to Vygotsky, children
play an active role in constructing knowledge. He emphasized the importance of social
interaction and culture in the learning process, viewing learning as a continual process rather
than a final outcome. Vygotsky believed that learning is enhanced through simulation and
collaboration, where knowledge is built as learners engage, converse, and contrast ideas with
individuals in their environment, including teachers and knowledgeable peers. This active
engagement aids in the child's cognitive advancement. Vygotsky believes that there is a gap
between what a child can learn independently and what the child can learn with the assistance
of adults and or skilled peers (the more knowledgeable others).
Further, this he referred to as the Zone of proximal development (ZPD). Vygotsky
highlighted that the lower boundary of the Zone of Proximal Development represents what a
child can learn independently, while the upper boundary represents what the child can achieve
with the help of adults or more skilled peers. The teacher's role is to provide scaffolding,
adjusting the level of support and guidance to enable the child to progress from their current
level to a higher attainable level. The Zone of Proximal Development is attained through
dialogue. This theory has implications for personalized teaching methods. The emphasis on
social interaction in this theory affects both student-teacher relationships and peer interactions

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among students. Additionally, it promotes collaborative learning, which is crucial in
customized instruction approaches.
On the other hand, Gardner (1983) established eight criteria for identifying the seven
separate bits of intelligence, including verbal/linguistic, logical/mathematical, visual/spatial,
bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential, verbal, or
linguistic intelligence refers to an individual's ability to understand and manipulate words and
languages. Further, the theory holds that intelligence encompasses the ability to create and
solve problems, create products, and provide services that are valued within the context of
diversity (Gardner, 1983). The goal of personalized instruction is to provide students with the
abilities to solve problems and generate products that are relevant to the content being studied.

Scope and Limitations


This study was focused on the mathematical skills involving differentiated instructional
practices and academic performance in Division of El Salvador City. The respondents of the
study were limited to teachers majoring in and handling Mathematics during the School Year
2023-2024. The independent variable in the study is the differentiated instructional practices
which are the differentiated assessment methods, flexible grouping, individualized support,
tiered assignments, and varied instructional materials and the dependent variable of the study
is the academic performance in Mathematics during the First and Second Quarters.

Methodology

Research Design
The study employed descriptive research design between the independent variable
namely, differentiated assessment methods, flexible grouping, individualized support, tiered
assignments, and varied instructional materials. The dependent variable of the study consists
only the academic performance in Mathematics during the First and Second Quarters because
it involved description, analysis, and interpretation of data to be gathered in El Salvador City
Division, in School Year 2023-2024. Additionally, the study analyzed the collected data and
draw implications based on the respondents' results.
Descriptive research is a suitable approach when the research goal is to uncover
characteristics, frequencies, trends, and categories. It proves valuable when there is limited
existing knowledge about the topic or problem under investigation. Before you can research
why something happens, you need to understand how, when and where it happens (McCombes,
2022).

Study Setting
This study was conducted in all public elementary and secondary schools of El Salvador
City Division during the School Year 2023-2024. The elementary schools included were
Amoros, Bolisong, Cogon, El Salvador, Himaya, Hinigdaan, Kibonbon, Molugan, Pedro San
Baculio, Sambulawan, San Francisco de Asis, Sinaloc, and Taytay while in the secondary
schools are Cogon, El Salvador City, Himaya, Hinigdaan, Molugan, Sambulawan, San
Francisco de Asis, Sinaloc, and Kalabaylabay Integrated School.
El Salvador is a coastal city located in the province of Misamis Oriental and is
classified as a 6th-class city in the Philippines. Covering an area of 106.15 square kilometers
or 40.98 square miles, it makes up 3.39% of Misamis Oriental's total area. According to the
2020 Census, the city's population was recorded at 58,771, accounting for 6.14% of the entire
population of Misamis Oriental province and 1.17% of the overall population of the Northern
Mindanao region. This data results in a population density of 554 inhabitants per square
kilometer or 1,434 inhabitants per square mile. El Salvador is recognized as a pilgrimage

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destination for devotees of divine mercy, earning it the titles of the City of Saviour, City of
Mercy, and the Divine Mercy City of the Philippines. Administratively, El Salvador is divided
into 15 barangays, with one serving as the city center (poblacion) and the remaining 14 located
in the surrounding areas. Some of them are even several kilometers away from the center of
the city (info.elsalvadorcity.gov.ph).

Study Population and Sampling Technique


The respondents of the study were Mathematics teachers of the Division of El Salvador
City, for the School Year 2022-2023. In this study, the respondents were one hundred fifty-six
(156) teachers. These were the actual respondents who accomplished and returned the
instruments. The distribution of respondents by school is shown in the Table A below. This
study used a proportionate random sampling design to gather an accurate response from the
respondents that represent the larger population. In getting the sample size, the researcher has
used the Slovin’s formula. From the population of Four Hundred Thirty-Two (432) teachers, a
sample size of One Hundred Fifty-Six (156) teachers which is equivalent to 36.88% of the
population was calculated and had been proportionately divided into the different schools of
El Salvador City Division.

Table A: Distribution of Respondents per School


Name Of School Population Sample Size
Cogon National High School 36 4
El Salvador City National High School 33 7
Himaya National High School 14 2
Hinigdaan National High School 11 2
Molugan National High School 58 5
Sambulawan National High School 7 2
San Francisco de Asis National High School 8 3
Sinaloc National High School 11 3
Kalabaylabay Integrated School 16 8
Amoros Elementary School 22 14
Bolisong Elementary School 8 3
Cogon Elementary School 17 4
El Salvador City Central School 46 22
Himaya Elementary School 11 4
Hinigdaan Elementary School 10 9
Kibonbon Elementary School 9 7
Molugan Elementary School 37 15
Pedro Sa. Baculio Elemetary School 17 12
Sambulawan Elementary School 7 6
San Francisco de Asis Elementary School 7 4
Sinaloc Elementary School 17 8
Taytay Elementary School 21 12
Total 423 156

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Research Instruments
This type of research utilized a descriptive questionnaire adapted and patterned from
the studies of Whipple (2012), Adlam (2007), and Tomlinson (2000). The research instrument
has two parts, namely: Part I. this consists the respondent's profile on the field of specialization,
number of teaching experience, highest educational attainment, and trainings/seminars
attended related to Mathematics. Part II. this dealt with the differentiated instructional practices
which was adapted and patterned questionnaires from Whipple (2012), Adlam (2007), and
Tomlinson (2000), using the four-point scale questionnaire on teachers’ performance in terms
of academic performance in Mathematics. The respondents answered the questionnaire by
choosing based on the 4-point Likert scale that ranged from 4 – At all Times, 3 – Most of the
Time, 2 – Sometimes and 1 – Never.

Statistical Treatment of Data


The following statistical methods were used by the researcher to analyze the
quantitative data. In analyzing the information gathered in Problem 1 and 3 about the
respondents’ profile and academic performance in Mathematics, descriptive statistics of
percentage and frequency were utilized. Moreover, in Problem 2, the weighted mean and
standard deviation were used in determining, describing, and interpreting the differentiated
instructional practices using the scoring procedure in Part II. Furthermore, in Problems 4 and
5, Pearson Product Moment Correlation was utilized to determine whether there is a significant
relation on the differentiated instructional practices and respondents’ profile to the academic
performance in Mathematics.

Ethical Consideration
The participants were asked for their consent to join the study after completing the
initial section of the survey questionnaire. They had the freedom to decide and fill out the form
at their own pace. Participation in the research was entirely optional, and the participant's rights
to choose whether to take part were respected. They were not required or coerced to participate.
If they participated, they were informed about how their data would be collected, utilized, and
safeguarded. The potential risks for participants in the data collection process were minimal,
primarily limited to the chance of encountering discomfort or fear when answering the
questionnaire. If respondents experienced such feelings, they could withdraw from the study
and discontinue participation. Furthermore, the data collection procedures did not involve any
activities that could harm participants, ensuring the absence of foreseeable risks. Participants
had the option to withdraw from the study at any stage of completion without facing any
consequences. Researchers strongly supported participants in exercising their right to withdraw
without facing repercussions, especially if they felt it was necessary. If a participant chose to
withdraw, all related data would be promptly deleted. Before the survey, the researchers
guaranteed that participants could read and comprehend the informed consent form. The
Informed Consent Form (ICF) provided detailed information to participants about the study's
objectives, procedures, possible risks, and benefits. Participants' right to withdraw was
explicitly outlined and taken to ensure confidentiality and anonymity throughout their
participation in the survey.

Results and Discussion

Problem 1. What are the characteristics of the respondents in terms of field of


specialization, number of teaching experience, highest educational attainment, and
trainings/seminars attended?

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Table 1: Distribution of Respondents Characterized in terms of Field of
Specialization
Category Frequency Percentage
Mathematics 38 24.36
Science 15 9.62
English 9 5.77
Filipino 11 7.05
Araling Panlipunan 7 4.49
Edukasyon sa Pagpapakatao 1 0.64
T.L.E. 4 2.56
MAPEH 8 5.13
General Education 63 40.38
Total 156 100.00

Table 1 shows the distribution of respondents in terms of field of specialization with


the total of 156 (100%) on the frequency and percentage distribution. General education
teachers had the highest frequency of 63 (40.38%). It implies that these teachers are actively
working to ensure that all their students' learning needs are met, regardless of their differences.
General education teachers often must manage classrooms with a wide range of abilities, and
differentiated instruction allows them to tailor their teaching strategies to meet each student's
unique learning style. Elementary teachers' role is paramount in laying the groundwork for a
student's educational journey. As mentors, motivators, and nurturers, they impart fundamental
skills and cultivate a passion for learning in a supportive and stimulating environment. They
play a vital role in shaping the future success and well-being of young learners, impacting their
academic journey and overall development. As opined by Lam (2019) the need for training to
improve the management capacity of professional leaders at elementary schools, which is
crucial for successful program implementation. These studies underscore the importance of
ongoing support and development for general education teachers in 2018.
Meanwhile, the lowest frequency is educators in Edukasyon sa Pagpapakatao had 1
(0.64%) respondent. This means that by fostering collaboration and synergy between educators
in different subject areas, schools can provide a more comprehensive and enriching educational
experience that nurtures students' academic achievement and character development. It implies
the significance of integrating values education across various academic disciplines, including
Mathematics. Their guidance and mentorship help instill a strong ethical foundation that shapes
students into responsible and morally upright individuals, preparing them to become valuable
members of society. They contribute to the overall well-being and character formation of their
students, preparing them to become responsible and compassionate members of society. The
study by Supardi (2020) found that teachers in Indonesia incorporate values into social studies
learning through a variety of methods. Values developed can be seen when learning takes place.
Teacher is used to integrating values in social studies learning. These values are not only related
to the material developed but also the learning methods.

Table 2: Distribution of Respondents Characterized in terms of Number of


Teaching Experience
Category Frequency Percentage
30 years and above 11 7.05
21-29 years 20 12.82
11-19 years 35 22.44
5-10 years 69 44.23

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4 years and below 21 13.46
Total 156 100.00

Table 2 shows the distribution of respondents in terms of number of teaching


experience with the total of 156 (100%) on the frequency and percentage distribution.
Teachers with 5 to 10 years had the highest frequency of 69 (44.23%). This means that these
teachers, being relatively experienced but not veterans, are at a stage in their career where they
are comfortable with the basics of teaching and are now exploring more advanced strategies
like differentiated instruction to improve their teaching effectiveness. It implies that most of
the teacher respondents are teaching between 5 to 10 years. The significance of leveraging the
expertise and experience of mid-career educators to enhance instructional practices, student
engagement, and overall academic achievement in Mathematics education. The combination
of experience and continued passion for teaching allows them to make a significant impact on
student learning outcomes and contribute positively to the school community. A study by
Shareefa et al. (2019) indicate that teachers' perceptions of differentiated instruction are
influenced by their teaching experience. Teachers with moderate experience are more likely to
understand and appreciate the benefits of differentiated instruction, as they have had enough
time to experiment with various teaching methods and observe their effects on student learning.
On the other hand, the lowest frequency is teachers with 30 years and above teaching
experience had 11 (7.05%). This means that their tenure signifies a wealth of knowledge,
expertise, and institutional memory within the education system. It implies that smaller cohort
of educators with extensive teaching experience nearing the later stages of their careers. The
significance of honoring and leveraging the expertise of teachers with 30 years and above of
teaching experience. Their contributions play a vital role in shaping the educational landscape,
fostering excellence in teaching practices, and nurturing the next generation of educators. Their
dedication, commitment, and passion for teaching remain unwavering, inspiring generations of
students and leaving a lasting legacy in the field of education. According to Graham (2020)
suggesting that targeted support and professional learning could benefit all teachers, regardless
of their years of experience. It is possible that teaching experience and training primarily
influence how teachers connect different knowledge areas, rather than their inherent
understanding of those individual knowledge areas.

Table 3: Distribution of Respondents Characterized in terms of Highest


Educational Attainment
Category Frequency Percentage
Doctorate Degree 1 0.64
Master’s Degree with PhD/EdD Units 9 5.77
Master’s Degree 31 19.87
Bachelor’s Degree with MA Units 81 51.92
Bachelor’s Degree 34 21.79
Total 156 100.00

Table 3 shows the distribution of respondents in terms of highest educational


attainment with the total of 156 (100%) on the frequency and percentage distribution.
Respondents attained bachelor’s degree with masteral units had the highest frequency of 81
(51.92%). This means that having a bachelor’s degree provides teachers with a solid
foundation of knowledge in Mathematics and pedagogy, which is essential for effective
teaching. This implies that importance of continuous learning and professional growth in
today's competitive and evolving educational landscape. The bachelor’s degree equips teachers

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with the necessary content knowledge and teaching skills to deliver Mathematics instruction
effectively. This suggests their commitment to enhancing their teaching practices and staying
updated with the latest research and strategies in differentiated instruction. It highlights the
value of advanced education in expanding one's horizons, improving career opportunities, and
staying abreast of current trends and developments in the field. It showcases the dedication and
commitment of individuals to continuous learning and professional growth, ultimately
benefiting their careers and contributing to their respective fields. Additionally, the completion
of master’s units indicates that these teachers have pursued further education and professional
development in Mathematics instruction. A study by Marks et al. (2021) emphasizes the
importance of teachers' ability to effectively differentiate instruction in Mathematics. It
highlights that differentiated instruction optimizes educational outcomes for all students,
catering to their individual needs and promoting inclusive learning environments.
Meanwhile, the lowest frequency is doctorate degree earners had 1 (0.64%) indicates
the significance and rarity of this academic achievement. This means that the low
representation of doctorate degree earners may indicate a potential gap in the number of
individuals with advanced research and expertise in the education sector. This implies that
limited presence of individuals with the highest academic qualification. It emphasizes the need
for continued support and recognition of doctoral education to foster excellence and innovation
in various fields of study. Teachers with a doctorate degree bring a high level of expertise,
specialization, and research skills to the educational setting. Their advanced academic
qualifications demonstrate a deep commitment to their field of study and a thorough
understanding of educational theory and practice. Conrey (2020) found that higher education
administrators perceive their degrees as valuable, with the attainment of professional goals
being a key influence. To effectively support doctoral students and help them achieve their
professional goals, it's crucial to understand their motivations for pursuing a doctorate and the
value they place on obtaining this degree.

Table 4: Distribution of Respondents Characterized in terms of


Trainings/Seminars Attended
Category Frequency Percentage
International 48 22.86
National 28 13.33
Regional 62 29.52
Division 48 22.86
School 24 11.43
Total 210 100.00

Table 4 shows the distribution of respondents in terms of trainings/seminars attended


with the total of 210 (100%) on the frequency and percentage distribution. Respondents’
attended regional trainings/seminars had the highest frequency of 44 (28.21%). This means
that attending regional trainings and seminars indicates a commitment to ongoing learning,
skill enhancement, and staying abreast of current trends and practices in education. It implies
a significant proportion of educators who have actively engaged in professional development
opportunities at the regional level. Teachers are keen on professional development and are
actively seeking opportunities to enhance their teaching strategies. It often provide a platform
for educators to share best practices, learn about the latest research in teaching methodologies,
and gain practical skills that can be applied in their classrooms. They bring a dynamic and
informed perspective to the classroom, benefiting both their students and the broader
educational community. This research examines the effects of implementing a differentiated
instructional approach. It suggests that such an approach can significantly improve teaching

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effectiveness and student learning outcomes. Teachers attending regional trainings/seminars
could be better equipped to differentiated instruction in their classrooms, leading to improved
student performance (Pozas et al., 2023).
On the other hand, the lowest frequency is school-based trainings/seminars had 13
(8.33%). This means that low frequency of attendance at school-based trainings may point to
potential areas for improvement in the delivery, relevance, or accessibility of in-house
professional development opportunities within educational institutions. It implies a relatively
lower participation rate in school-based professional development activities compared to
regional trainings/seminars. It plays a vital role in addressing specific school needs, fostering
collaboration among staff, and promoting a shared professional learning community. It also
promotes a cohesive approach to teaching within the school, ensuring that educators are aligned
in their instructional methods and goals. Ebersöhn (2019) emphasized the positive impact of
school-based training on work engagement for educational psychology professionals,
particularly in challenging settings. Through academic service learning in a challenging
educational setting, educational psychology professionals gained valuable training
opportunities. These experiences not only energized them but also fostered their professional
efficacy in overcoming obstacles and instilled in them a deep sense of empathy and
commitment to contribute professionally.

Problem 2. What is the respondents level of practice on differentiated instructional


practices based on differentiated assessment methods, flexible grouping, individualized
support, tiered assignments, and varied instructional materials?

Table 5: Distribution of Respondents Level of Practice based on Differentiated


Assessment Methods
Category Mean SD Description
I use differentiated quality rubrics for
2.92 0.90 Most of the Time
assessment of products.
I provide variety of assessment tasks. 3.17 0.91 Most of the Time
I assess during the unit to gauge
3.22 0.91 Most of the Time
understanding.
I assess at the end of the lesson to determine
3.34 0.88 At All Times
knowledge acquisition.
I determine student’s learning styles. 3.21 0.93 Most of the Time
Overall 3.17 0.91 Most of the Time
Legend: 3.26-4.00 At all Times – Very Highly Proficient 1.76 - 2.50 Sometimes – Low
Proficient
2.51-3.25 Most of the Time – Highly Proficient 1.00 - 1.75 Never – Very Low
Proficient

Table 5 shows the distribution of respondents level of practice based on Differentiated


Assessment Methods with an overall mean of 3.17 (SD=0.91) described as Most of the Time.
This means that the differentiated instruction is effective and having a positive impact on
student learning in Mathematics. This implies that the success and impact of these assessment
strategies in enhancing student learning outcomes and promoting effective teaching practices
of teachers. It reveals the extent to which educators are implementing personalized assessment
strategies in their teaching. By examining the data gathered related to differentiated assessment
methods, it is possible to gain valuable insights into how educators are tailoring their
assessment approaches to meet the diverse needs of students. Understanding the level of

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practices in this area can provide information on the effectiveness of individualized assessment
strategies, the extent to which students' varied learning styles are considered, and the overall
commitment to promoting fair and meaningful evaluation of student progress. Analyzing
respondents' practices based on differentiated assessment methods can offer valuable insights
into the implementation of inclusive assessment practices and highlight areas for potential
improvement or further development in personalized assessment techniques. The effectiveness
of differentiated assessment methods stems from their ability to foster inclusivity, personalize
learning experiences, and provide meaningful feedback that empowers students to reach their
full potential. The importance in promoting personalized learning, enhancing student
engagement, and facilitating a more comprehensive understanding of student performance.
According to Nurlankyzy (2023) emphasized the role of assessment in supporting
differentiated instruction and individualized learning, with formative and summative
assessments shaping teaching strategies and learning materials. Assessment, whether formative
or summative, provides insight into students' learning needs, their progress, strengths, and areas
that require further enhancement.
The indicator I assess at the end of the lesson to determine knowledge acquisition
obtained the highest mean of 3.34 (SD=0.88) described as At all Times. This means that
following any topic of discussion, an assessment conducted to evaluate the comprehension of
the subject matter covered. This implies the significance of this assessment practice in
promoting effective teaching and learning. It demonstrates a strong correlation between
assessing knowledge acquisition at the end of the lesson and supporting students' understanding
and retention of key concepts. The value placed on end-of-lesson assessments for determining
knowledge acquisition among educators. The structured and consistent assessment practice
enables educators to gauge student understanding, provide targeted feedback, and make
informed instructional decisions, ultimately enhancing the effectiveness of teaching and
promoting student success.
Cecílio-Fernandes (2018) compared cumulative and end-of-course assessments,
finding no significant difference in knowledge growth, which could inform the use of different
assessment methods. There is limited evidence to back the use of cumulative assessment as a
method to enhance students' knowledge development. The absence of a positive impact of
cumulative assessment on knowledge retention could be attributed to the repetitive nature of
our curriculum design.
However, the indicator I use differentiated quality rubrics for assessment of
products obtained the lowest mean of 2.92 (SD=0.90) described as Most of the Time. This
means that utilizing differentiated quality rubrics for assessing products allows for a
comprehensive and tailored evaluation of student work. It implies a potential area for growth
and development in incorporating differentiated assessment strategies more consistently to
enhance the quality and effectiveness of assessing student work. Educators can provide clear
and specific criteria for assessing the quality of student products while accommodating
variations in student abilities and learning styles. The importance of promoting consistent use
of differentiated quality rubrics for assessing student work to ensure fair, objective, and
individualized evaluation, ultimately supporting student growth and learning outcomes.
Rubrics serve as assessment tools for grading and providing feedback to students,
showcasing their acquired knowledge and skills. Over the past few decades, rubrics have
become one of the most commonly utilized assessment tools in higher education, particularly
in connection with competency-based assessment objectives. However, there have been
criticisms regarding their design and implementation, as highlighted in some reports. To
explore the evolution, practices, benefits, and trends of rubrics, a systematic literature review
on the design and utilization of rubrics was conducted. The challenges exist in rubric design
and application, particularly in meeting the demands of competency-based assessment, which

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requires integration of learning domains, authenticity, and interdisciplinarity. Additionally,
educator preparation in assessment literacy is essential to respond to contemporary assessment
demands (Gallardo, 2020).

Table 6: Distribution of Respondents Level of Practice based on Flexible Grouping


Category Mean SD Description
I use flexible grouping. 3.06 0.92 Most of the Time
I provide students with the choice to work
3.04 0.88 Most of the Time
alone, pairs or small group.
I group the students for
instruction/completion of a specific 3.17 0.87 Most of the Time
tasks/assignments.
I group the students based on their abilities,
3.14 0.88 Most of the Time
interest, and/ or readiness.
I provide opportunities for independent or
group learning to promote depth in 3.17 0.86 Most of the Time
understanding content.
Overall 3.12 0.88 Most of the Time
Legend: 3.26-4.00 At all Times – Very Highly Proficient 1.76 - 2.50 Sometimes – Low
Proficient
2.51-3.25 Most of the Time – Highly Proficient 1.00 - 1.75 Never – Very Low
Proficient

Table 6 shows the distribution of respondents level of practice based on Flexible


Grouping with an overall mean of 3.12 (SD=0.88) described as Most of the Time. This means
that flexible grouping is being used successfully and positively impacting student learning
outcomes towards Mathematics. This implies that flexible grouping is a well-adopted and
generally effective strategy among educators for promoting student learning and engagement.
It shed light on how educators are structuring student groups to enhance learning experiences.
The valuable insights can be gained regarding the utilization of this strategy to cater to diverse
learning needs and promote collaborative learning environments. Understanding the level of
practices in flexible grouping can offer insights into the effectiveness of grouping students
based on their abilities, interests, or learning styles. It can also reveal how educators are
fostering peer learning, encouraging student collaboration, and promoting a supportive
classroom atmosphere. Analyzing respondents' practices based on Flexible Grouping can offer
valuable insights into the implementation of student-centered grouping strategies and highlight
the benefits of creating dynamic learning opportunities through flexible group arrangements.
Letting the students to work individual, pair, and group had an impact in learning the subject.
It indicates a positive perception of the effectiveness of flexible grouping among educators,
highlighting its value in promoting differentiated instruction, fostering collaboration among
students, and enhancing overall learning outcomes in the classroom.
Miller (2018) highlights the benefits of flexible grouping, such as providing
opportunities for collaboration, accommodating different learning paces, and creating a
dynamic and inclusive learning environment. It implies that flexible grouping strategies, when
implemented discreetly and with careful organization, can effectively support differentiated
instruction and maximize student learning outcomes. The concept of "resource's richness" in
the context of personal development is explored, who emphasizes the importance of self-
awareness and application of one's psychological resources.

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The indicator I group the students for instruction/completion of a specific
tasks/assignments obtained one of the highest mean score of 3.17 (SD=0.87) described as
Most of the Time. This means that educators recognize the benefits of this practice in
facilitating effective teaching and promoting student engagement and achievement. This
implies that grouping students for instruction and task completion is a prevalent and effective
practice among educators, contributing positively to the teaching and learning process.
Grouping learners for specific tasks and providing opportunities for independent learning
enables teachers to personalize instruction to meet the unique needs of individual students.
Grouping students for tasks and assignments can create a dynamic and interactive learning
environment that enhances student learning outcomes and promotes a sense of community
within the classroom.
Haelermans (2022) reported that group differentiation based on learning strategies can
lead to higher student performance. Each group receives instruction tailored to their individual
learning strategies. The findings indicate that student performance is enhanced in classes where
differentiation is implemented. Furthermore, these students demonstrate higher scores on
certain scales of the post-test questionnaire related to motivation, metacognition, and self-
regulation.
Meanwhile, another indicator I provide opportunities for independent or group
learning to promote depth in understanding content obtained the highest mean score of
3.17 (SD=0.86) described as Most of the Time. This means that this approach supports a more
comprehensive and engaging learning experience in the classroom. It implies that educators
value and actively used varied learning opportunities to facilitate deeper understanding of
content among students. The value that educators place on creating opportunities for
independent and group learning to enhance students' depth of understanding. By actively
fostering diverse learning experiences, educators can create a more engaging and effective
learning environment that supports student success in developing a thorough comprehension
of the content. Wang (2021) discusses the design of an integrated course to promote in-depth
learning, emphasizing the use of autonomous and cooperative learning to enhance
understanding. These studies collectively highlight the value of various resources, from digital
and interactive to integrated course design, in promoting depth of understanding in learning.
On the other hand, the indicator I provide students with the choice to work alone,
pairs or small group obtained the lowest mean of 3.04 (SD=0.88) described as Most of the
Time. This means grouping students based on their readiness levels, learning preferences, or
interests, teachers can provide targeted instruction and support that aligns with each student's
unique learning needs. This implies that letting the learners to decide on their own has an
impact in learning the subject. This personalized approach enhances student engagement,
promotes collaboration among peers, and fosters a sense of ownership and autonomy in the
learning process. It allows teachers to create fluid groups based on specific instructional needs,
ensuring that students receive the right instruction at the right time in the right way. By using
whole groups, small group, or partner configurations, teachers can adapt their teaching methods
to address individual learning needs effectively.
The choice to work in a group can positively impact learning, drop rates, help-seeking
behavior, and satisfaction with submissions (Calver, 2022). Factors influencing students'
decisions to work individually or in a group include workload, learning optimization, and social
and affective factors, with online learning and previous group experiences serving as modifiers
(Calver, 2023).

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Table 7: Distribution of Respondents Level of Practice based on Individualized
Support
Category Mean SD Description
I provide various support mechanisms (e.g.,
3.21 0.88 Most of the Time
reading buddies, organizers, study guides).
I support students by using a wide range of
3.13 0.88 Most of the Time
varied resources.
I encourage students to express their
3.46 0.80 At All Times
thoughts.
I provide opportunities for students to
3.40 0.80 At All Times
develop and elaborate on their ideas.
I engage students in the exploration of
3.21 0.85 Most of the Time
diverse points of view to reframe ideas.
Overall 3.28 0.84 At All Times
Legend: 3.26-4.00 At all Times – Very Highly Proficient 1.76 - 2.50 Sometimes – Low
Proficient
2.51-3.25 Most of the Time – Highly Proficient 1.00 - 1.75 Never – Very Low
Proficient

Table 7 shows the distribution of respondents level of practice based on Individualized


Support with an overall mean of 3.28 (SD=0.84) described as At all Times. This means the
dedication of educators to personalized support contributes significantly to creating a
supportive and inclusive learning environment that fosters student success and overall
academic achievement. This implies that individualized support empowers teachers to address
the unique needs of each student, taking into account their individual learning styles, strengths,
and areas where they can grow. It provides valuable information on how educators are tailoring
their support to meet the unique needs of each student. One can gain insights into the extent to
which educators are providing personalized assistance, interventions, and resources to support
student learning and growth. Understanding the level of effectiveness in individualized support
can offer valuable insights into the impact of tailored support on student outcomes,
engagement, and academic success. It can also reveal how educators are addressing individual
challenges, fostering student autonomy, and promoting a supportive and inclusive learning
environment. Analyzing respondents' practices based on individualized support can highlight
the importance of personalized approaches in education and the benefits of meeting students'
diverse needs through customized interventions and assistance. The effectiveness of
individualized support lies in its ability to nurture student growth, foster a sense of belonging,
and optimize learning outcomes for each individual learner. It indicates a dedicated focus on
meeting the diverse needs of students and ensuring that each learner receives the necessary
assistance to thrive academically.
Biencinto (2021) developed a rubric for self-evaluation of teaching skills, which could
be a valuable resource for educators seeking to enhance their ability to provide individualized
support. These studies collectively underscore the significance of self-efficacy, parental
involvement, and effective teaching practices in delivering individualized support to high-
ability students.
Meanwhile, the indicator I encourage students to express their thoughts obtained the
highest mean score of 3.46 (SD=0.80) described as At all Times. This means that encouraging
them to express their thoughts will give a good learning environment and understanding in the
subject. This implies that a student-centered approach in the classroom where educators
actively cultivate a culture of open communication and respect for student perspectives. This

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practice fosters a dynamic and inclusive learning environment where students feel empowered
to share their ideas and actively engage in their educational journey. The importance of student
voice in the classroom, with a focus on fostering productive discussions. Prioritize student
expression and encouraging open communication, educators can foster a supportive and
collaborative classroom atmosphere that enhances student engagement, critical thinking, and
overall academic success.
Recent research has highlighted the importance of student voice in the classroom, with
a focus on fostering productive discussions, leveraging student thinking, identifying the levels
of student voice can help educators and school leaders evaluate current student-centered
approaches and develop new, more transformative options that deeply motivate and engage
young people and promoting student engagement through open educational resources. These
studies underscore the value of creating a classroom environment that encourages students to
express their thoughts and opinions, ultimately leading to more meaningful learning
experiences (Bishop, 2020).
On the contrary, the indicator I support students by using a wide range of varied
resources obtained the lowest mean of 3.13 (SD=0.88) described as Most of the Time. This
means that teachers must encourage engagement and creativity in the classroom. This implies
a positive foundation of support through diverse resources, but there is potential for growth in
expanding and optimizing the use of varied resources to better support student learning and
engagement. Educators can further enrich the learning experience by leveraging a wider array
of resources to meet the unique needs of all students. By offering personalized attention,
tailored resources, and targeted feedback, teachers can create a supportive learning
environment that fosters student engagement, motivation, and academic success. Henrich
(2020) emphasize the importance of a wide range of resources in supporting students, with
specifically discussing the typology of resources used in student social support. He further
highlights the role of libraries in providing nontraditional programs and services to support
students' holistic well being.

Table 8: Distribution of Respondents Level of Practice based on Tiered


Assignments
Category Mean SD Description
I give multiple assignments to different
students at the same time that are related to
2.69 0.85 Most of the Time
the same concepts/topics but differ in
complexity.
I adjust for diverse learner needs with
scaffolding, tiering assignments, and
2.97 0.89 Most of the Time
provide student choice in learning
activities.
I provide variety of tiered assignments. 2.69 0.84 Most of the Time
I use multiple tiered assignments in the
2.70 0.85 Most of the Time
final product.
I give tiered assignments based on learner
2.87 0.90 Most of the Time
needs.
Overall 2.78 0.87 Most of the Time
Legend: 3.26-4.00 At all Times – Very Highly Proficient 1.76 - 2.50 Sometimes – Low
Proficient
2.51-3.25 Most of the Time – Highly Proficient 1.00 - 1.75 Never – Very Low
Proficient

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Table 8 shows the distribution of respondents level of practice based on Tiered
Assignments with an overall mean of 2.78 (SD=0.87) described as Most of the Time. This
means the effectiveness of using tiered assignments to enhance student learning outcomes and
create a more inclusive and engaging classroom environment. This implies the value and
impact of utilizing tiered assignments to support student learning and academic growth. It
provides valuable information on how educators are implementing differentiated tasks to meet
varying student needs. By examining the data related to tiered assignments, it is possible to
gain insights into the extent to which educators are offering tasks of varying complexity to
cater to individual learning levels and styles. Understanding the level of effectiveness in tiered
assignments can offer valuable insights into the impact of differentiated tasks on student
engagement, motivation, and academic achievement. It can also reveal how educators are
promoting critical thinking, problem-solving skills, and independence through tiered task
structures. Analyzing respondents' practices based on tiered assignments can highlight the
benefits of providing diverse learning opportunities and the importance of challenging students
at their appropriate skill levels to enhance overall learning outcomes. It encourages student
autonomy and self-directed learning, as students are empowered to choose tasks that align with
their interests and abilities. Educators can foster a dynamic and inclusive learning environment
that supports student success, fosters a sense of achievement, and enhances overall academic
performance.
Herset (2024) further highlighted the potential negative impact of level-marked tasks
on students' self-efficacy and persistence in Mathematics, indicating the need for careful
consideration of task design in tiered assignments. Tiering assignments based on students'
readiness levels is a common strategy for adapting content to accommodate students' diverse
abilities.
Meanwhile, the indicator I adjust for diverse learner needs with scaffolding, tiering
assignments, and provide student choice in learning activities obtained the highest mean
score of 2.97 (SD=0.89) described as Most of the Time. This means that by personalizing
instruction to meet the unique needs of each student, educators can create a supportive and
dynamic learning environment that maximizes student learning outcomes and promotes
academic growth for all learners. It implies that providing student choice in learning activities
are all excellent strategies to ensure that every student can thrive and succeed. The value of
adjusting teaching practices to accommodate diverse learner needs. This student-centered
approach not only supports academic but also cultivates a positive and inclusive learning
environment where all students can flourish and reach their full potential. The research of
Lewis (2019) emphasizes that tiered assignments provide opportunities for students to work at
their own pace and ability level, promoting a deeper understanding of scientific concepts. This
also boosts student motivation and engagement, resulting in improved learning outcomes.
However, the indicator I provide variety of tiered assignments obtained the lowest
mean of 2.69 (SD=0.84) described as Most of the Time. This means that it allows teachers to
provide tasks or activities that are appropriately challenging and tailored to the individual needs
and abilities of students. This implies that it caters to the diverse student needs by providing
different levels of complexity or depth. By providing varying levels of complexity or depth
within a specific topic or assignment, teachers can ensure that all students are appropriately
challenged and engaged in their learning. This approach promotes student ownership of
learning, fosters a sense of achievement, and encourages academic growth. A study by
Ayguadé (2018) provided a collection of high-quality parallel assignments for instructors
teaching parallel and distributed programming, offering a variety of challenging tasks for
students. Students likely spend more time working on these assignments than engaging with
other aspects of the course, making the assignments integral both to student learning and
student perceptions of the subject matter.

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Table 9: Distribution of Respondents Level of Practice based on Varied
Instructional Materials
Category Mean SD Description
I use a variety of materials other than the
3.19 0.87 Most of the Time
standard text.
I provide varying levels of resources and
3.14 0.88 Most of the Time
materials.
I use materials that are varied to adjust to
3.30 0.84 At All Times
students’ reading/interest abilities.
I use materials according to student
readiness, interests, cultural differences, or 3.24 0.84 Most of the Time
other areas of student difference.
I collect materials where students explore
3.10 0.89 Most of the Time
topics/practice a set of skills.
Overall 3.19 0.86 Most of the Time
Legend: 3.26-4.00 At all Times – Very Highly Proficient 1.76 - 2.50 Sometimes – Low
Proficient
2.51-3.25 Most of the Time – Highly Proficient 1.00 - 1.75 Never – Very Low
Proficient

Table 9 shows the distribution of respondents level of practice based on Varied


Instructional Material with an overall mean of 3.19 (SD=0.86) described as Most of the
Time. This means that it caters to the diverse learning needs and preferences of students. This
implies the effectiveness and proficiency of educators in utilizing varied instructional
materials regularly. It offers valuable information on how educators are diversifying their
teaching resources to enhance student learning experiences. By examining the data related to
varied instructional material, it is possible to gain insights into the extent to which educators
are incorporating a range of materials to engage students and support their learning.
Understanding the level of effectiveness in varied instructional material can provide valuable
insights into the impact of using diverse resources on student comprehension, retention, and
overall academic performance. It can also reveal how educators are catering to different
learning preferences, promoting active learning, and fostering creativity through varied
instructional materials. Analyzing respondents' practices based on varied instructional
material can illuminate the advantages of offering diverse learning modalities and the
significance of using varied resources to create dynamic and stimulating learning
environments that cater to the diverse needs of students. This commitment to leveraging
diverse resources enhances the quality of teaching and learning, fostering a dynamic and
enriching educational environment for students. Educators are essential for students to realize
their full potential and succeed academically and personally. A positive perception of the
effectiveness of varied instructional material among educators, emphasizing its value in
promoting student engagement, addressing diverse learning needs, and enhancing overall
learning outcomes in the classroom.
Gracin (2022) emphasizes the value of time as a resource, particularly in Mathematics
education, with textbooks and technology being identified as time-saving material resources.
This demonstrates that textbooks and technology, as material resources, save teachers and
students time, making lesson preparation and delivery more efficient, especially in lower
grades.
The indicator I use materials that are varied to adjust to students’ reading/interest
abilities obtained the highest mean score of 3.30 (SD=0.84) described as At all Times. This

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means that by offering a range of materials that cater to individual needs and interests,
educators can create a rich and stimulating learning environment that nurtures student
engagement, fosters academic growth, and promotes a love for learning. This implies that
using different materials align to the needs and interest of the students will have a great impact
in their study. Educators create an inclusive and dynamic learning environment that promotes
student engagement, supports academic progress, and cultivates a positive attitude towards
learning. Employing a diverse range of materials to accommodate students' reading levels and
interests can significantly enhance the learning experience. Setyowati (2020) underscores the
importance of developing materials that cater to students' multiple intelligence types. Students
are unique with their characteristics and differences. In alignment with the contemporary
learner-centered paradigm, the teaching and learning process places a greater emphasis on
individualization.
However, the indicator I collect materials where students explore topics/practice a
set of skills obtained the lowest mean of 3.10 (SD=0.89) described as Most of the Time. This
means that by incorporating a range of resources such as textbooks, multimedia,
manipulatives, technology, and real-world examples, teachers can engage students through
different modalities and cater to diverse learning styles provide multiple entry points for
understanding and applying concepts. It implies that collecting materials for students to
explore topics and practice a set of skills is a valuable way to enhance their learning
experience. Provide resources that promote hands-on learning and skill development,
educators can empower students to actively engage with content, build competencies, and
cultivate a lifelong passion for learning and growth. It promotes active learning, enhances
student motivation, and fosters a deeper understanding of the content. Suizo and Mendez
(2023), providing students with multiple representations and materials supports their
conceptual understanding and problem-solving abilities. The use of varied instructional
materials helps address individual learning preferences and promotes student engagement and
achievement, providing students with multiple representations and materials supports their
conceptual understanding and problem-solving abilities. Also, the use of varied instructional
materials helps address individual learning preferences and promotes student engagement and
achievement.

Table 10: Summary on the Level of Practice on Differentiated Instructional


Practices
Category Mean SD Interpretation
Differentiated Assessment Methods 3.17 0.91 Highly Proficient
Flexible Grouping 3.12 0.88 Highly Proficient
Individualized Support 3.28 0.84 Very Highly Proficient
Tiered Assignments. 2.78 0.87 Highly Proficient
Varied Instructional Materials 3.19 0.86 Highly Proficient
Overall 3.11 0.87 Highly Proficient
Legend: 3.26-4.00 At all Times – Very Highly Proficient 1.76 - 2.50 Sometimes – Low
Proficient
2.51-3.25 Most of the Time – Highly Proficient 1.00 - 1.75 Never – Very Low
Proficient

Table 10 shows the summary on the level of practices of Differentiated Instructional


Practices with an overall mean of 3.11 (SD=0.87) interpreted as Highly Proficient. This
means that differentiated instructional approaches are highly effective in addressing diverse
student needs by customizing instruction to individual learning styles, abilities, and interests. It

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implies that on average, respondents perceive differentiated instructional practices as effective.
The data suggests that while there is a moderate level of effectiveness in using differentiated
instructional practices, there may be room for improvement and further consistency in tailoring
teaching methods to accommodate individual learning styles and abilities. Educators may
benefit from additional support and training to enhance their skills in implementing
differentiated instruction effectively, ultimately leading to improved student engagement,
academic performance, and overall learning outcomes. It promotes inclusivity, engagement,
and motivation, leading to increased academic achievement and the development of critical
thinking skills. Moreover, differentiated instruction fosters student autonomy and ownership
of learning, resulting in a positive and empowering educational environment that supports
holistic student growth and development. The element of achieving the maximum capabilities
in each student is further highlighted by Vantieghem et al. (2020), who also indicated that
differentiated instruction is not a single practice that teachers can or cannot do but is rather a
framework of teaching. It was also noted that the primary goal of differentiated instruction is
to create inclusive classrooms where the needs of every individual are considered.
Meanwhile, the individualized support obtained the highest mean score of 3.46
(SD=0.80) interpreted as Very Highly Proficient. This signifies that personalized assistance
not only elevates academic outcomes but also fosters a supportive and inclusive educational
environment where every student has the opportunity to flourish and succeed. This implies that
exemplary performance of educators in providing individualized support shows dedication to
personalized assistance plays a crucial role in empowering students, promoting exclusivity, and
cultivating a culture of continuous learning and growth in the educational setting. A key to
effective individualized support is igniting students' natural curiosity through active
engagement with their environment. Activities within this learning paradigm are designed to
be meaningful and relevant, promoting individual growth. The emphasis on learner strengths
is crucial for engagement and empowerment in this learning process. The relationship between
student and teacher is key to the discovery of student needs, interests, and aptitudes (National
Forum on Education Statistics, 2019).
On the other hand, the variable tiered assignments got the lowest mean of 2.69
(SD=0.84) interpreted as Highly Proficient. This means that providing variety of tiered
assignments is difficult for the learners in explore topics and practice a set of skills that is
valuable to enhance their learning experience. The importance of promoting consistent and
proficient use of tiered assignments to support personalized learning, cater to individual student
needs, and maximize student growth and achievement in the classroom. It implies that
continuous refining and improving practices related to tiered assignments, educators can
further enhanced their ability to meet the diverse learning needs of students and promote
academic success in the classroom. Tumangkeng (2020) developed tiered assignments in
environmental and laboratory-based courses, which were effective in enhancing students'
abilities to identify, formulate, and analyze specific phenomena. The potential benefits of
multilevel assignments are significant in facilitating students' understanding.

Problem 3. What is the academic performance level of the respondents in Mathematics


during the First and Second Quarter?

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Table 11: Distribution of Respondents Academic Performance in Mathematics
during the 1st and 2nd Quarter
1ST 2ND
Rating Description
Frequency Percentage Frequency Percentage
Below Did Not Meet
0 0.0 0 0.0
75 Expectation
Fairly
75-79 0 0.0 5 3.21
Satisfactory
80-84 Satisfactory 101 64.74 95 60.90
Very
85-89 46 29.49 47 30.13
Satisfactory
90-100 Outstanding 9 5.77 9 5.77
Total 156 100.00 156 100.00
Mean 82 81
SD 0.60 0.65
Description Satisfactory Satisfactory

Table 11 shows the distribution of respondents academic performance in Mathematics


during the 1st and 2nd Quarters. The highest frequency obtained in the First Quarter is 101
(64.74%) and 95 (60.90%) in 2nd Quarter. This means that the topics during the First Quarter
are easy while complexity or difficulty of the content covered in the Second Quarter. The topics
can be more challenging, requiring a deeper level of understanding or more advanced problem-
solving skills. Alternatively, it infers that the teaching strategies used in the Second Quarter
need to be adjusted to better meet the learners' needs. This implies that students have a good
understanding of the material covered during the First Quarter compared in the Second.
However, there could still be room for improvement to reach higher levels of achievement. If
differentiated instruction practices were used, it could mean that these strategies are effective
in catering to the diverse learning needs of the students, leading to a satisfactory performance.
The 2018 National Examination in Mathematics for senior high school students in Indonesia
saw a decrease in average scores compared to the previous year (Arsiah, 2018). This decline
may be attributed to various factors, including the difficulty of the exam and the suitability of
the questions.
Students with outstanding level in both quarters had 9 (5.77%) with the rating of 90-
100 obtained the lowest frequency. This means that this data suggests that there is an
opportunity to enhance the academic performance of students in the outstanding level, and it
calls for targeted interventions and instructional adjustments to help these students excel and
reach their highest potential. It implies a potential area for focus on supporting and enhancing
educational experiences for students who demonstrate exceptional academic abilities, ensuring
they are appropriately stimulated and provided with opportunities to maximize their potential
and achieve continued success in their academic journey. The significance of identifying and
nurturing the talents and achievements of students with outstanding academic performance. By
offering tailored support and opportunities for enrichment, educators can help cultivate a
culture of excellence and empower high-achieving students to reach their full potential in their
educational journey.
With the implementation of the K to 12 Mathematics curriculum by the Department of
Education, educators have created primary learning objectives for all students to help them
think critically, logically, and positively; since differentiated instruction is planned and
deliberated to enhance students’ Mathematics understanding and learning to improve their
critical thinking skills (Schmid & Petko, 2019). This study has examined the impact of
differentiated instruction on learners' mathematical success, aiming to bridge the learning gap,

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particularly in terms of their performance and confidence. While some research exists on
differentiated instruction in Mathematics, further investigation is needed to explore the most
effective strategies and approaches used in differentiated instruction for enhancing
mathematical achievement, specifically within the context of this study's locale.

Table 12: Summary of Respondents Academic Performance in Mathematics


Quarter Period Mean SD Interpretation
First Quarter 82 0.60 Moderate
Second Quarter 81 0.65 Moderate
Overall 82 0.63 Moderate
Legend: 90 - 100 Outstanding - Very High 75 - 79 Fairly Satisfactory - Low
85 - 89 Very Satisfactory - High 74 below Did Not Meet Expectation - Very Low
80 - 84 Satisfactory - Moderate

Table 12 shows the summary of respondents academic performance in Mathematics


with an overall mean of 812 (SD=0.63) interpreted as Moderate. This means that students have
not met the expected standards and requirements for their learning objectives. It indicates a
solid but not exceptional level of performance in Mathematics among the respondents. This
implies that the majority of respondents have achieved a satisfactory level and meets acceptable
standards, there may be room for improvement and growth in Mathematical proficiency.
Educators could explore strategies to elevate performance levels, such as personalized
instruction, targeted interventions for struggling students, or enrichment activities for those
excelling. Additionally, focusing on areas of weakness revealed by the data could help boost
overall Mathematical proficiency and elevate academic achievement levels among the
respondents. It suggests that students have not successfully met the established criteria for
proficiency and competence in a particular subject or course. While it may not represent the
highest level of achievement, a satisfactory performance indicates that students have met some
necessary benchmarks to progress academically and build a foundation for further learning.
A study by Zens (2021) explores the effectiveness of differentiated instruction in a
teacher education setting. The research emphasizes the positive impact of differentiated
instruction on student learning outcomes, signifying that such teaching strategies can contribute
to satisfactory or even higher levels of student performance.

Problem 4. Is there a significant correlation between differentiated instructional practices


and academic performance in Mathematics?

Table 13: Test Statistics of Significant Relationship between the Differentiated


Instructional Practices and the Academic Performance of Learners in Mathematics
Differentiated
Instruction Academic Performance
Practices
First Quarter Second Quarter Overall Mean
p- p- p-
r Remark r Remark r Remark
value value value
Differentiated
Assessment .658** .000 S .620** .000 S .628** .000 S
Methods
Flexible
-.257** .001 S -.201* .012 S -.344** .000 S
Grouping
Individualized
-.526** .000 S -.538** .000 S -.650** .000 S
Support

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Tiered
.658** .000 S .620** .000 S .628** .000 S
Assignments
Varied
Instructional -.318** .000 S -.254** .001 S -.413** .000 S
Materials
Overall Mean .925** .000 S .904** .000 S 1.000** .000 S
Legend: Significant if p-value<0.05 Significant(S), Not Significant(NS)

Table 13 shows the significant relationship between the differentiated instructional


practices and the academic performance in Mathematics. This implies that the null hypothesis,
asserting that there is no significant relationship between differentiated instructional practices
and academic performance in Mathematics, is rejected as the p-value is below 0.05. The result
implies that these practices have a substantial impact on student achievement. Differentiated
instruction, which entails customizing teaching methods and strategies to cater to the diverse
learning needs of students, appears to contribute positively to students' understanding and
mastery of Mathematics. This relationship brought by differentiated instruction caters to the
individual learning needs and preferences of students. By providing instruction that aligns with
each student's unique learning profile, teachers can enhance student engagement, motivation,
and understanding. However, it's important to note that the success of differentiated instruction
requires ongoing professional development, adequate resources, and a supportive school
culture.
The differentiated assessment methods utilize the assessment data to guide and
customize instruction to address the varied requirements of students is essential. The effective
integration of differentiated assessment and instruction is not merely a pedagogical strategy
but a transformative practice that elevates the educational experience and equips students with
the necessary skills and knowledge to succeed in Mathematics and beyond. It reveals the
importance of tailoring assessment strategies to meet the diverse needs of students in the
educational setting. Educators can effectively evaluate student learning progress while
considering individual abilities, learning styles, and interests. It highlights the value of
implementing varied assessment approaches, such as performance tasks, portfolios, peer
assessments, and self-assessments, to provide a comprehensive view of student achievement.
By embracing differentiated assessment methods, educators can promote student engagement,
cater to diverse learning preferences, and foster a more inclusive and supportive learning
environment. These insights underscore the significance of personalized assessment practices
in enhancing student learning outcomes and overall academic success.
Further, As an alternative form of assessment, differentiated assessment is crucial for
meeting the needs of diverse learners. Through differentiated assessment, every student has the
chance to select their preferred assessment method, tailor their skills according to their unique
learning styles and strengths. By raising awareness of their strengths and weaknesses in relation
to learning objectives, students can develop autonomous learning skills, self-regulate their
learning, progress, and ultimately attain the desired learning outcomes. Moreover,
differentiated assessment allows flexibility in learning progress whereby there is no obligatory
timeline for students to adhere (Moon et al., 2020).
Flexible grouping allows educators to organize students based on their unique learning
needs, preferences, and abilities. It can be adjusted and tailored to individual requirements,
educators can provide targeted support and personalized instruction to address the diverse
needs of students within each group. This approach enables educators to create a learning
environment that caters to the specific strengths and challenges of each student, fostering a
more inclusive and effective educational experience. It shed light on the dynamic and adaptive
approach educators use to organize students for optimal learning experiences. Educators can

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establish varied and adaptable learning environments that address the unique needs of each
student. It emphasizes the benefits of organizing students according to their abilities, interests,
or learning styles to encourage collaboration, peer learning, and differentiated instruction.
Flexible grouping fosters a supportive and inclusive classroom culture where students can
engage with content at their own pace and in ways that resonate with their unique learning
preferences. It underscores the significance of flexible student grouping to enhance student
engagement, foster academic growth, and provide opportunities for personalized learning
experiences that meet the diverse needs of all learners.
Moreover, flexible grouping is an instructional approach that adapts to students' needs
and promotes engagement. It involves using small, mixed-ability groups, often incorporating
cooperative learning structures, to enhance educational outcomes for all students. This
approach often incorporates Kagan's cooperative learning structures. It describes small, mixed-
ability groups with embedded cooperative learning structures to represent one type of
instructional arrangement within the flexible grouping high leverage practice (Maheady et al.,
2018).
When combined with individualized support, flexible grouping enhances differentiated
instructional practices in Mathematics. Individualized support ensures that each student
receives personalized attention and assistance tailored to their specific learning requirements.
Integrating individualized support within flexible grouping structures, educators can
effectively address the diverse academic needs of students, provide tailored interventions, and
offer opportunities for personalized learning experiences. It highlights the critical role of
personalized assistance in addressing the unique needs of students in the educational setting.
Educators can offer tailored interventions, guidance, and resources to help students overcome
challenges and achieve academic success. These underscore the importance of recognizing and
addressing the diverse learning styles, abilities, and backgrounds of students to create inclusive
and supportive learning environments. It fosters student growth, boosts confidence, and
enhances overall academic performance by addressing specific areas of need. By offering
personalized assistance, educators can empower students to reach their full potential, promote
a sense of belonging, and cultivate a positive and nurturing educational experience for all
learners.
Both empowers educators to deliver high-quality instruction that meets the individual
needs of every student. It creates dynamic learning groups and providing individualized support
within those groups, educators can optimize learning outcomes, promote student engagement,
and enhance Mathematical proficiency among learners. This collaborative approach fosters a
supportive and inclusive learning environment that nurtures student growth and academic
success.
Gomes (2023) and Sharma (2024) both emphasized the importance of tailoring support
to individual needs and preferences. Traditional Mathematics instruction often fails to meet the
diverse learning needs of students, resulting in frustration and disengagement. This approach
proposes personalized learning, emphasizing sequential learning, diagnostic assessments, and
technology to tailor instruction. It explores the potential of personalized learning to enhance
student engagement, motivation, and deeper mathematical understanding.
In furtherance, tiered assignments provide a structured approach to differentiated
instruction by offering tasks of varying complexity and depth to students based on their
readiness, interests, and learning profiles. Incorporating tiered assignments into Mathematics
instruction, it can effectively address the diverse academic levels and learning styles present in
the classroom. It enables educators can tailor instruction to meet the individual needs of
students. By offering different levels of challenge and support through tiered assignments, it
can ensure that each student is appropriately challenged and engaged in their learning.
Moreover, it promotes student autonomy and agency in the learning process. Providing choices

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and options within the assignments, students can take ownership of their learning and work at
a pace that suits their individual needs.
Tumangkeng (2020) observed that tiered assignments enhanced students' ability to
identify, analyze, and associate phenomena over time. The potential benefits of multilevel
assignments are crucial in facilitating students' understanding and preparing them for
subsequent courses.
Instructional materials encourage interactive learning opportunities and enables
students to explore mathematical concepts from various angles. By integrating materials that
cater to different learning styles, such as visual, auditory, kinesthetic, and tactile, educators can
create an engaging and comprehensive learning environment that encourages student
participation and understanding. This approach allows educators to develop a vibrant and
immersive learning environment that meets the individual needs of students. Utilizing a range
of resources to personalize instruction can enrich student learning experiences, encourage
active participation, and deepen comprehension of mathematical concepts for learners with
diverse preferences and abilities. It underscores the significance of incorporating diverse
resources to enhance student learning experiences. Utilizing a range of instructional materials
such as textbooks, multimedia resources, hands-on activities, and technology tools, educators
can cater to different learning preferences and engage students effectively. Promotes active
learning, stimulate critical thinking, and foster creativity among students. It also supports
differentiated instruction, allowing educators to adapt their teaching methods to meet
individual student needs and enhance overall comprehension. By utilizing a variety of
resources, educators can create dynamic and engaging learning environments that cater to the
diverse learning styles and abilities of all students, ultimately leading to improved academic
outcomes and a more enriching educational experience.
A meta-analysis found that using materials in Mathematics education has a significant
positive effect on achievement, with differences observed across math topics, material types,
and application times. Due to rapid advancements in technology, the use of technology-based
materials in education has become increasingly important. To date, researchers have often
explored the effects of using educational materials in Mathematics instruction on academic
achievement (Kul et al., 2018).
Rizalda (2023) supports the findings which found that differentiated instruction, can
contribute to improved student performance. Differentiated instruction often incorporates the
use of diverse instructional materials, flexible grouping strategies, tiered assignments, and
individualized support. These strategies cater to different learning styles and paces, allowing
all students to access the content and demonstrate their understanding effectively.

Problem 5. Is there a significant relationship between academic performance and the


respondent’s profile?

Table 14: Test Statistics of Significant Relationship between Academic


Performance and the Respondent’s Profile
Profile Academic Performance
First Quarter Second Quarter Overall Mean
p- Rem p- Rem p- Rema
r r r
value ark value ark value rk
Field of
.331** .000 S .333** .000 S .443** .000 S
Specialization
Teaching Experience .352** .001 S .321* .012 S .343** .000 S
Highest Educational
.432** .000 S .421** .000 S .332** .000 S
Attainment

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Training/Seminars
.433** .000 S .351** .000 S .433** .000 S
Attended
Overall .233** .000 S .533** .000 S .255** .000 S

Table 14 shows the significant relationship between academic performance and the
respondent’s profile. The results of the study highlight not only the individual factors that
contribute to academic performance but also the cumulative impact of these factors over time.
This means that the null hypothesis, suggesting no significant relationship between academic
performance and the respondent's profile, is rejected as the p-value is below 0.05. Teachers
with specialized knowledge, extensive teaching experience, advanced educational
backgrounds, and continuous professional development tend to exhibit stronger performance
in academic settings. It underscores the importance of creating supportive environments that
facilitate ongoing learning and professional growth for educators. Investing in targeted training
programs, mentoring initiatives, and opportunities for collaboration can further enhance
educator competencies and, consequently, student learning outcomes. Moreover, these findings
offer valuable information for education policymakers, school leaders, and professional
development providers to create research-backed strategies that enhance the comprehensive
growth of educators and ultimately lead to enhanced academic success for all students. By
recognizing the interconnectedness of these factors, stakeholders can foster a culture of
excellence in education that benefits both educators and learners alike.
Teacher's field of specialization underscores the importance of expertise and
proficiency in delivering high-quality Mathematics instruction. Educators with a strong
background in Mathematics and a track record of academic success are better positioned in
differentiated instructional practices that meet the diverse needs of students, enhance student
learning outcomes, and foster a deeper understanding of mathematical concepts. It provides
valuable information about their expertise, knowledge, and focus within a particular subject
area or discipline. Teachers who specialize in specific fields bring depth and proficiency to
their instruction, allowing them to deliver targeted and in-depth content to students. The
importance of teachers' specialized knowledge in fostering student understanding, critical
thinking, and academic achievement in a particular subject. Educators with a strong
specialization in their field can offer advanced insights, real-world applications, and specialized
guidance to students, enhancing the quality of education and promoting a deeper engagement
with the subject matter. By leveraging their expertise in a specialized field, teachers can create
dynamic and enriching learning experiences that inspire curiosity, creativity, and a passion for
learning among students.
Baker (2019) examined the role of Mathematics specialists in improving teachers'
instruction, highlighting the importance of specialized pedagogical content knowledge.
Mathematics specialist students at our university transitioned from practicing teachers into
Mathematics teacher leaders during their field practicums. However, we were left wanting to
examine our own instructional practices of the capstone course in which this field experience
is situated. The training of mathematics specialists should bridge the gap between research and
practice, fostering the development of content knowledge, pedagogical content knowledge,
expertise in working with adult learners, and leadership skills.
Moreover, experienced educators have honed their skills in providing individualized
support that cater to diverse student needs. Their extensive experience allows them to
effectively differentiate instruction, provide diverse learning opportunities, and adapt their
approach to meet the unique learning styles and abilities of students. Provides valuable
information about an educator's depth of knowledge, pedagogical skills, and expertise in the
field of education. Educators with extensive teaching experience bring a wealth of practical
insights, strategies, and classroom management techniques that contribute to effective teaching

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practices. The number of years a teacher has spent in the classroom can indicate their level of
familiarity with diverse student needs, curriculum requirements, and instructional
methodologies. This experience allows educators to adapt their teaching methods, tailor
instruction to individual learning styles, and effectively engage students in the learning process.
Insights into the number of teaching experience highlight the value of seasoned educators in
promoting student success, fostering a positive learning environment, and making a lasting
impact on the academic development of their students.
Teaching practice experiences help improve prospective teachers' competence, though
classroom management remains challenging. A teaching practice is an effort to improve
prospective teachers’ competence. Students’ development in the teaching practice is the key to
its successful implementation. Assessing and understanding the preparedness of mathematics
education students in implementing teaching practices. The constraints experienced by the
teachers were related to learning instructions and time allocations, while for the students, the
learning equipment facilities, coordination, school policy, and culture became their problems
(Retnawati et al., 2018).
Educators with the highest educational attainment, such as advanced degrees or
specialized certifications, bring a wealth of knowledge, expertise, and pedagogical skills to the
classroom. Their advanced training equips them with a deep understanding of mathematical
concepts, instructional strategies, and approaches to differentiation, enabling them to
effectively tailored instruction that meets the diverse needs of students. Teachers with advanced
degrees or specialized training in Mathematics are better equipped to assess student needs,
design engaging learning experiences, and provide targeted support to enhance student learning
outcomes. The importance of expertise and specialization in promoting student success and
instrumental in nurturing a supportive and enriching learning environment.
In the Philippines, Bedural (2018) found that higher education levels were associated
with more positive environmental values, attitudes, and actions. A strong correlation exists
between Filipinos' educational attainment and their values, attitudes, and actions towards the
environment. Individuals with higher levels of education demonstrated more positive
environmental values and attitudes compared to those with lower educational attainment. This
trend was also observed in their environmental actions. Ideally, all Filipinos should prioritize
environmental care, irrespective of their educational background.
Participation in training's and seminars equips educators with new instructional
strategies, pedagogical techniques, and approaches to differentiation in Mathematics. These
professional development opportunities equip educators with the knowledge and skills
necessary to effectively implement differentiated instructional practices, addressing the diverse
needs of students in the Mathematics classroom. Educators who receive training and attend
seminars on differentiation are better equipped to assess student needs, adapt instruction, and
provide targeted support to enhance student learning. Offer valuable information about an
educator's commitment to professional development and continuous learning in the field of
Mathematics. Participation in relevant training sessions and seminars enables educators to stay
abreast of the latest teaching methodologies, technological advancements, and research
findings in Mathematics education.
The importance of ongoing professional growth in enhancing teaching practices,
expanding pedagogical knowledge, and improving student outcomes. Educators who actively
engage in Mathematics-related trainings and seminars demonstrate a dedication to refining
their instructional skills, incorporating innovative approaches, and adapting to the evolving
needs of students in the ever-changing educational landscape. By attending such events,
educators can enrich their teaching repertoire, gain fresh perspectives, and cultivate a
supportive network of colleagues, ultimately enhancing their effectiveness in delivering high-
quality Mathematics instruction.

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In addition, the importance of continuous, needs-based training for Mathematics
teachers has been emphasized. Teacher pedagogical competence is a key factor influencing the
quality of education. This study aimed to investigate the impact of training programs attended
by Mathematics teachers on their pedagogical competence. Based on this study, pedagogical
competence generally involves two aspects: knowledge and skill (Ningtiyas & Jailani, 2018).
Furthermore, the longitudinal nature of the study underscores the importance of
considering academic performance as a dynamic process that evolves over time. The observed
strengthening of correlations between the identified factors and academic performance from
the First Quarter to the Second Quarter and overall suggests a cumulative effect that accrues
with continued experience and professional development. This temporal dimension highlights
the need for ongoing support and resources to sustain educator growth and effectiveness
throughout their careers. By fostering a culture of continuous improvement and reflective
practice, educational institutions can empower educators to adapt to evolving challenges and
leverage new opportunities for enhancing student learning.
A systematic analysis of twelve studies related to teacher qualification and student
achievement in Mathematics by Ambussaidi and Yang (2019) also demonstrated that teachers
who had high academic qualifications had their students consistently scoring higher in
standardized tests and examinations. They concluded that there is a strong association between
teachers' academic qualifications and students’ academic performance.

Conclusions
In conclusion, the study found a significant connection between differentiated
instructional practices and academic performance in Mathematics in the Division of El
Salvador City for the School Year 2023-2024. It focused on differentiated assessment methods,
flexible grouping, individualized support, tiered assignments,and varied instructional
materials, along with academic performance in Mathematics during the First and Second
Quarters. Mathematics teachers demonstrate a moderate level of proficiency in differentiated
instructional practices, emphasizing the importance of fostering supportive learning
environments, providing continuous professional development, and ensuring access to
necessary resources for academic success. Differentiated instruction holds significant promise
for enhancing academic performance which can lead to improved student engagement,
motivation, and higher performance in Mathematics. The statistical analysis shows a strong
association between various instructional strategies and academic performance in
Mathematics, highlighting the importance of educators' profiles, including their field of
specialization, teaching experience, educational attainment, and training attendance, in
influencing this relationship.

Recommendations
Based on the given conclusions of the study, several recommendations are presented:
1. Teachers should be encouraged to partake in continuous professional development
opportunities focusing on Mathematics instruction, differentiation strategies, and
student-centered learning approaches. Providing resources, training, and support for
educators to implement differentiated instructional practices like varied assessment
methods, flexible grouping, tiered assignments, and varied instructional materials is
crucial for supporting differentiation.
2. Teachers should implement targeted intervention programs to provide additional
support and resources for struggling students can address individual learning needs
effectively.

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3. Teachers should align tiered assignments with curriculum goals and academic standards
to assess student progress accurately and tailor instruction accordingly. Ensuring
alignment helps maintain the relevance and effectiveness of tiered tasks.

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