J1 Pentaksiran Terbeza Contoh Rujukan
J1 Pentaksiran Terbeza Contoh Rujukan
J1 Pentaksiran Terbeza Contoh Rujukan
available at www.journal-ems.com
DOI: 10.59573/emsj.8(4).2024.11
Differentiated Instructional Practices and Academic Performance in Mathematics
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,
Literature Review
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
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
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
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
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.
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
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.
References
Adlam, E. (2007). Differentiated instruction in the elementary school: Investigating the
knowledge elementary teachers possess when implementing differentiated instruction
in their classrooms.
Alisio, M. D. R. E. (2020). Analysis of the Quality of Teaching Practices in UnderPerforming
Schools in Chile. Pontificia Universidad Catolica De Chile Escuela De Ingenieria.
Al‐Mahrooqi, R., & Denman, C. (2018). Alternative assessment. In J. I. Liontas & M.
DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching (pp. 1-6).
John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0325
Ambussaidi, I., & Yang, Y. F. (2019). The impact of mathematics teacher quality on student
achievement in Oman and Taiwan. International Journal of Education and Learning,
1(2), 50-62.
Ariyanti, G., & Santoso F. (2020). The effects of online mathematics learning in the COVID19
pandemic period: A case study of senior high school students at Madiun City, Indonesia.
Mathematics Teaching Research Journal, 12(3), 4-11.
Arsiah, Z., & Pendidikan, B.K. (2018). The Characteristics of Mathematics Items for Senior
High School Grade in National Examination 2018. ICEAP Proceeding Book Vol 1.
Avila, E. C., & Lavadia, M. K. S. (2019). Investigation of the Acceptability and Effectiveness
of Academic Podcasts to College Students’ Scholastic Performance in Science. Indian
Journal of Science and Technology, 12(34) (September), 1–8.
https://doi.org/10.17485/ijst/2019/v12i34/127382
Ayguadé, E., Alvarez, L., Banchelli, F., Burtscher, M., González-Escribano, A., Gutierrez, J.,
Joiner, D.A., Kaeli, D.R., Previlon, F.G., Rodriguez-Gutiez, E., & Bunde, D.P. (2018).
Peachy Parallel Assignments (EduHPC 2018). 2018 IEEE/ACM Workshop on
Education for High-Performance Computing (EduHPC), 78-85.
Baker, C.K. (2019). A Self-Study of Mathematics Teacher Educators in a Blended
Mathematics Specialist Program. Proceedings of the 2019 AERA Annual Meeting.
Bedural, Z.L. (2018). Association between educational attainment and Filipinos’ values,
attitudes and actions towards the environment. Journal of Sustainable Development
Education and Research.
Biencinto, C., García-García, M., Carpintero, E., Villamor, P., & Torrecilla, S. (2021).
Psychometric properties of the ProficiencyIn+E rubric: Self-evaluation of teaching
skills. Studies in Educational Evaluation, 70, 101040.
Bishop, J.P., Hardison, H.L., Przybyla-Kuchek, J., & Hassay, E. (2020). Leveraging Student
Thinking to Foster Productive Discussions. Mathematics Teacher: Learning and
Teaching PK–12, 113, 995-1002.
Brock, M.E., Barczak, M.A., Anderson, E.J., & Bordner-Williams, N.M. (2020). Efficacy of
Tiered Training on Paraeducator Implementation of Systematic Instructional Practices
for Students With Severe Disabilities. Exceptional Children, 87, 217 - 235.
Calver, J., Campbell, J., & Craig, M. (2023). Student Perspectives on Optional
Groups. Proceedings of the 54th ACM Technical Symposium on Computer Science
Education V. 1.
Calver, J., Campbell, J., Craig, M., & Lam, J. (2022). The Impact of Optional Groups on
Students. Proceedings of the 53rd ACM Technical Symposium on Computer Science
Education - Volume 1.