design hearing 2018

2. DIFFERENTIATED INSTRUCTION IN
THE TEACHING OF GRADE 8
ARALING PANLIPUNAN
Wendell Taraya
M.Ed. Educational Management
St. Catherine’s College
Carcar City, Cebu

4. Some teachers use the same instruction for all
students because they believe that in this way,
every student is treated equally.
Diversity of students’
learning preferences are
not considered.
The said challenge can be accomplished using Differentiated Instructions.

5.  Differentiated instruction in today’s education means
adapting instruction to the needs of the learners
(Tomlinson, 2003).
 The scenario of having a classroom with diverse
learners is not new in Philippine education and it is
always a problem on how to address the different
learning preferences of the students.
 Araling Panlipunan like other academic subjects
suffered much because students’ diversities were not
addressed. Learning preferences were not given
attention, thus, learning becomes difficult and boring
(Aranda & Zamora 2016).

6. DepEd Order No. 8, series of 2015:
Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program
“Teachers should provide appropriate assessment
when they aim to holistically measure learner’s current
and developing abilities while enabling them to take
responsibility in the process. This view recognizes the
diversity of learners inside the classroom, the need for
multiple ways of measuring their varying abilities and
learning potentials.”

7.  In response to the different levels and needs of the learners, differentiated
instruction will be the approach in the learning environment in the
Philippine classrooms that have 40-50 students or more (Andrada, 2016).
 In Mohon Divino Amore National High School, Mohon, Talisay City, Cebu,
teachers believed they are using differentiated instruction because they
used group works and other activities inside the classroom.
 The said teachers, including the researcher have observed that some
students are uninterested in the subject.
 Students found it hard to perceive ideas and make judgments out of them.
 They display less attention especially during discussions.
 The lessons prepared by the teachers turned out to be meaningless and by
far being neglected.
 Test scores from previous school years were below 75 Mean Percentage
Score (MPS) as reflected in the examiner’s report (Form 14).

8. Thus, the researcher is prompted to conduct a study to
determine whether there is a difference in achievement
between the students who are exposed to differentiated
instruction and those that undergo the conventional teaching
process in Grade 8 Araling Panlipunan in Mohon Divino Amore
National High School, Mohon, Talisay City, Cebu

9.  Howard Gardner’s Multiple Intelligences Theory
 Carol Ann Tomlinson’s Differentiated Instruction Theory

10. Individual possesses variety of intelligences and
there may be one or more intelligences that is/are
dominant in every person.
 There are nine multiple intelligences, which include:
Spatial, Mathematical, Kinesthetic, Linguistic, Musical,
Interpersonal, Intrapersonal, Naturalist, and Existentialist.

11. Students learn best when their teachers accommodate the differences
in their readiness levels, interest, and learning profiles.
Teachers should take full advantage of every student’s ability to learn.
Content, process, and products are essential components in a
differentiated instruction classroom.

12. Howard Gardner’s Multiple Intelligences Theory
Carol Ann Tomlinson’s Differentiated Instruction Theory
Grade 8 Learners of Mohon Divino Amore NHS
Pretest
Control Group
Conventional Teaching
Approach
Analysis on Learners’ Academic Achievement
Experimental Group
Differentiated Instruction
Approach
Post-test
Enhanced Instructional Plan

13. This study will assess the effectiveness of differentiated
instruction in the teaching of Grade 8 Araling Panlipunan in Mohon
Divino Amore National High School, Mohon, Talisay City, Cebu for
the school year 2018-2019 as basis for enhanced Instructional Plan.

14. Specifically, it seeks to answer the following sub-problems:
1. What is the level of performance of Grade 8 learners in the pretest and post-test exposed to
the:
1.1. Conventional Teaching Approach?
1.2. Differentiated Instruction Approach?
2. Is there a significant mean improvement from pretest to the post-test of Grade 8 learners
exposed to:
2.1. Conventional Teaching Approach?
2.2. Differentiated Instruction Approach?
3. Is there a significant mean difference in the post-test between the experimental group and the
control group?
4. What is the least learned competency of the Grade 8 Araling Panlipunan students?
5. Based on the findings, what enhanced Instructional Plan can be designed?

15. In consideration to the sub-problems, the null hypotheses will be tested at a 0.05 level of significance.
HO1: There is no significant difference between the learners’ mean scores
in the pretest to the posttest exposed to the conventional teaching approach
and the differentiated instruction approach.
HO2: There is no significant difference between the mean gain of the
learners’ experimental group performance from the pretest to the posttest
exposed to the differentiated instruction approach.
HO3: There is no significant difference between the mean gain of the
learners’ control group performance from the pretest to the posttest exposed
to the conventional teaching approach.

17. The study will use the experimental method of research.
It will employ the pretest-posttest group design.
Two groups will be involved in the experimental design, the
controlled group and the experimental group.

18. Enhanced Instructional
Plan
Control Group
40 grade 8 students
exposed to Conventional
Teaching Approach
Experimental Group
40 grade 8 students
exposed to
Differentiated
Instruction Approach
 Experimental Method
 Pretest
 Posttest
 Data Gathering
 Comparison &
Analysis of Results
 Statistical Treatment
 T-Test

19. • In 1993, the Augustinian Sisters of Divine Love in the persons of Sr. Rosalia Mamprin, ASDL and Sr.
Sonia Go, ASDL, found an area in Talisay where secondary education was needed.
• With the Memorandum of Agreement entered by the Augustinian Sisters of Divine Love with local
government officials, the school opened in 1993 for first year students with a total of 92 enrollees with Sr.
Sonia Go, ASDL as the pioneering principal of the institution
• The fifth year of operation (S.Y. 1997-1998) marked the end of the Memorandum of Agreement
entered by the ASDL with the local government officials. The sisters turned over the school to the local
government unit and eventually changed its name to Mohon Divino Amore National High School in
honor of the Divine Love Sisters as barangay public high school.
• Today Mohon Divino Amore National High School is under the banner of Deped Talisay City Division
and it continues its operation under the leadership of Mr. Jeditho B. Dela Cuesta, principal.

22. 1. Checklist for Intelligence Strengths Survey-Questionnaires
adapted from Armstrong 2009 Multiple Intelligences
2. Paunang Pagtataya

28. • Letters of Intent expressing the interest of the researcher to conduct the study will be sent to
appropriate authorities. Timeframe will be set regarding the conduct of the study with the probable tool.
• Pretest will be conducted right after the subject orientation in the beginning of the school year to both
sections (St. Claire and St. Cecilia).
• The experimental group will be assessed on their most preferred style of learning using Checklist for
Intelligence Strengths Survey-questionnaires.
• They will then be given individualized instruction while the controlled group will be taught using traditional
teaching methods.
• After teaching two modules a posttest will be administered using the same set of questions.
• After the research tools will be administered to the students, the data that will be gathered will be
tallied and tabulated, therefore analyzed and interpreted at 0.05 level of significance.
• These were used to determine the effectiveness of using differentiated instruction in the teaching of
Araling Panlipunan in Grade 8 students in Mohon Divino Amore National High School, Talisay City
Division District I as basis for a enhanced instructional plan.

29. The following will be the statistical measures used to analyze the data gathered by the researcher.
1. Percentage. This will be used to determine the pretest and posttest
performance of the grade 8 students in terms of their academic
achievements.
2. T-test. This will be used to determine the improvement from the
pretest to the posttest of grade 8 students in Araling Panlipunan.
3. T-test and Mean Difference. This will be used to determine the
significant mean difference between the experimental group exposed to
Differentiated Instruction approach and the control group exposed to
the Conventional Teaching Approach. T-test of mean difference will be
used.

30. Academic Achievement
A successful completion, through effort, of the acquisition of academic content and skills mostly
determined by the grades or scores that the Grade 8 students in Araling Panlipunan of Mohon Divino
Amore National High School get in the first quarter.
Checklist for Intelligence Strengths
A survey- questionnaire adapted from Armstrong 2009 Multiple Intelligences in the classroom, 3rd
edition used to determine the student’s most preferred learning styles or intelligence/s.
Conventional Teaching Approach
This refers to a teaching method involving teachers and the students interacting in a face-to-face
manner in the classroom. Teachers initiate discussions in the classroom, and focus exclusively on
knowing content in textbooks and notes.
Differentiated Instruction
A systematic way to conceptualize the process of teaching and learning such that each student’s
learning needs are honored and, consequently, each student’s learning potential and outcomes are
maximized.
Instructional Plan
A document that serves as the outline or blueprint of a course. It demonstrates alignment among
learning objectives, content, instructional strategy and activities, and assessment items.

31. Learning
The act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills,
values or preferences and may involve synthesizing different types of information.
Learning Style
This refers to the characteristic cognitive, affective, social, and physiological behaviors that serve
as relatively stable indicators of how learners perceive, interact with, and respond to the learning
environment.
Multiple Intelligences
Refers to the nine multiple intelligences, which include: Spatial-visual, Kinesthetic-movement,
Linguistic-verbal, Musical-song or instrumental composition, Interpersonal–self and others,
Intrapersonal-self, Naturalist and Mathematical-numbers, and existentialist (Gardner, 2011).
Posttest
This refers to the test given to the research subjects after their exposure to the two teaching
approaches.
Pretest
This refers to the test given to the research subjects before their exposure to the two teaching
approaches.
Teaching Style
This refers to a set of teaching techniques and methodologies that the teacher uses in lieu with
the students learning styles.

32. Wendell Taraya
M.Ed. Educational Management
St. Catherine’s College
Carcar City, Cebu