AWARDED AS BEST ORAL DEFENSE PRESENTER IN 2019

2. DIFFERENTIATED INSTRUCTION
IN THE TEACHING OF GRADE 8
ARALING PANLIPUNAN
Wendell Taraya
M.Ed. Educational Management
St. Catherine’s College – Graduate School
Master of Education Program
Carcar City, Cebu, Philippines

3. 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.
Teachers’ ultimate goal is to ensure genuine
understanding among learners.

4.  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).

5. 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.”

6. 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. But, actually they’re NOT!

7.  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, this study aimed to determine
whether there is a difference in
achievement between the students who are
exposed to differentiated instruction
approach and those that underwent the
conventional teaching approach in Grade 8
Araling Panlipunan in Mohon Divino Amore
National High School, Mohon, Talisay City,
Cebu.

9. •Howard Gardner’s Multiple Intelligences Theory (1983)
•Carol Ann Tomlinson’s Differentiated Instruction Theory (2003)
•Rita Dunn and Kenneth Dunn’s Learning Style Theory (2009)
Pretest
Post-test
Enhanced Instructional Plan
Grade 8 Araling Panlipunan Learners
Control Group
Conventional Teaching
Approach
Experimental Group
Differentiated Instruction
Approach
Least Learned Competencies

11. This study assessed 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.

12. Specifically, it sought 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?

13. Pretest Post-Test
Test Scores f P Interpretation f P Interpretation
17-20 0 0 Outstanding 15 37.5 Outstanding
13-16 8 20.0 Very Satisfactory 20 50.0 Very Satisfactory
9-12 28 70.0 Satisfactory 4 10.0 Satisfactory
5–8 4 10.0 Fairly Satisfactory 1 2.5 Fairly Satisfactory
0-4 0 0 Did not meet the
Expectations
0 0 Did not meet the
Expectations
Total 40 100 40 100
Table 1.1 PRE-POST TEST PERFORMANCE EXPOSED TO
CONVENTIONAL TEACHING APPROACH

14. It implied that students exposed to the
conventional teaching approach still performed and
traditional way of teaching though still works but it
doesn’t bring out learners’ maximum and fullest
potentials. Traditional teaching may no longer
support learning in mixed ability classrooms
(Valiande & Koutselini, 2009).

15. Pre-test Post Test
Test Scores f P Interpretation f P Interpretation
17-20 0 0 Outstanding 24 60.0 Outstanding
13-16 8 20.0 Very Satisfactory 15 37.5 Very Satisfactory
9-12 22 55.0 Satisfactory 1 2.50 Satisfactory
5-8 9 22.5 Fairly Satisfactory 0 0 Fairly Satisfactory
0-4 1 2.5 Did not meet the
Expectations
0 0 Did not meet the
Expectations
Total 40 100 40 100
Table 1.2 PRE-POST TEST PERFORMANCE EXPOSED TO
DIFFERENTIATED INSTRUCTION APPROACH

16. It implied that students who were exposed to the
Differentiated Instruction approach showed great
improvement in their academic performance. This conforms
with the study of Aranda and Zamora in 2017 that says
“differentiated instruction based on different learning styles
of the students is effective in teaching the subject.”
In addition, differentiated instruction significantly
improved students’ academic achievement
(Muthomi and Mbugua, 2014).

17. 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?

18. Pretest Posttest
Mean 10.875 15.575
Variance 4.369 5.430
Standard Deviation 2.063 2.300
Observation 40 40
Degree of freedom(df) 39
p-value 0.00
Level of significance
0.05
Decision Reject HO1
Table 2.1 SIGNIFICANT MEAN IMPROVEMENT IN PRE-POST TEST IN
CONVENTIONAL TEACHING APPROACH

19. It implied that the grade eight students who were
exposed to the conventional teaching approach have
significantly improved their performance and were able to
learn new lessons with the use of traditional teaching
methodologies.
This conforms to the study of Rufo (2007) which
revealed that students may improve performance when they
are directly taught by their teacher in a face-to-face manner
in the classroom.

20. Pretest Posttest
Mean
10.8 16.95
Variance 5.73 3.07
Standard Deviation 2.369 1.731
Observation 40 40
Degree of freedom(df) 39
p-value 0.00
Level of significance
0.05
Decision Reject HO2
Table 2.2 SIGNIFICANT MEAN IMPROVEMENT IN PRE-POST TEST IN
DIFFERENTIATED INSTRUCTION APPROACH

21. It implied that the grade eight students who were
exposed to the differentiated teaching approach have
significantly improved their performance. It further means
that differentiated instruction is an effective approach in
improving students’ academic performance.
Stavroula (2011) suggested that there is no other factor
contributed to the change in student’s achievement, further
than the intervention of differentiated instruction.

22. 3. Is there a significant mean difference in the
post-test between the experimental group and
the control group?

23. Experimental Control
Mean 16.95 15.575
Variance 3.07 5.43
Standard Deviation 1.73 2.30
Observation 40 40
Degree of freedom(df) 72
P-value 0.003
Level of significance
0.05
Decision Reject HO3
Table 3. SIGNIFICANT MEAN DIFFERENCE IN THE POST-TEST BETWEEN
EXPERIMENTAL AND CONTROL GROUPS

24. It implied that the students who were exposed to the
differentiated instruction approach performed significantly
compared to the students exposed to the conventional
teaching approach.
Although both post-tests’ scores improved from the
pretest, the ones in the differentiated instruction approach
have a higher performance.
Thus, differentiated instruction is an effective teaching
approach to improve the performance of students in Araling
Panlipunan.
This is similar with the findings from the study of Aranda
and Zamora which states that differentiated instruction based
on different learning styles was effective in teaching the
subject to learners (Aranda and Zamora, 2017).

25. 4. What are the least learned competencies of
the Grade 8 Araling Panlipunan students?

26. Competencies Item Placement f P Rank
Nasusuri ang mga sinaunang kabihasnan sa daigdig batay sa
politika, ekonomiya, kultura, relihiyon, paniniwala, at lipunan 4,9,10,11,16 107 26.75 1
Napahahalagahan ang mga kontribusyon ng mga sinaunang
kabihasnan sa daigdig 12,14,15,20 81 25.31 2
Nasusuri ang pag-usbong ng mga sinaunang kabihasnan sa daigdig:
pinagmulan, batayan at katangian 6,18,19 59 24.58 3
Nasusuri ang kondisyong heograpiko sa panahon ng mga unang tao
sa daigdig
13,17 22 13.75 4
Nasusuri ang yugtong pag-unlad ng kultura sa panahong
prehistoriko 7 10 12.5 5
Naipaliliwanag ang uri ng pamumuhay ng mga unang tao sa daigdig
8 6 7.5 6
Naiuugnay ang heograpiya sa pagbuo at pag-unlad ng mga
sinaunang kabihasnan sa daigdig 5 4 5.0 7
Napahahalagahan ang natatanging kultura ng mga rehiyon, bansa
at mamamayan sa daigdig (lahi, pangkat- etnolingguwistiko, at
relihiyon sa daigdig)
2,3 8 5.0 8
Nasusuri ang katangiang pisikal ng daigdig 1 2 2.5 9
Table 4. Least Learned Competency Of The Grade 8 Araling Panlipunan Students

27. It implied that some students were not able to
master all of the competencies in grade eight
Araling Panlipunan.
The teacher needs to plan another strategies and
activities that will elicit the full potentials of the
students based on the mentioned competencies.
According to Maddox (2015), despite that
understanding of differentiation, teachers
perceived differentiation as time consuming and
challenging due to a lack of materials and diverse
populations.

28. 5. Based on the findings, what
enhanced Instructional Plan can be
designed?

29. DLP No.:
1
Asignatura:
Araling Panlipuan Baitang: 8
Kwarter:
1
Inilaang Oras:
1
Batayan sa Pagkatuto:
Nasusuri ang mga sinaunang kabihasnan sa daigdig batay sa politika, ekonomiya, kultura, relihiyon, paniniwala, at lipunan
Code: : AP8HSK-Ii-8
Susi ng Konsepto ng Pag-unawa Itinatag ng mga sinaunang mga tao sa daigdig ang mga kabihasnan upang magkaroon ng kaisahan at kaunlaran ang lahat ng mga kasapi o mga mamayanan.
Layunin ng pagkatuto
Pangkaalaman Nahihinuha ang pagsimula ng mga kabihasnan sa daigdig.
Pangkasanayan Nakagagawa ng sariling mga batas at panuntunan ng isang kabihasnan.
Pangkaasalan Nakalalahok sa pagbubuo ng mga batas at panuntunan ng isang kabihasnan.
Pagpapahalaga Humahanga sa kadakilaang nagawa ng mga sinaunang tao sa pagtatag ng kabihasnan sa pamamagitan ng pagsulat ng reflection journal.
Nilalaman Mga sinaunang kabihasnan sa daigdig
Kagamitan Learner’s Manual Laptop Tsart Word strips
Pamamaraan
Elemento ng Plano
Panimulang Gawain
Magpapakita ng mga larawan.
1. Bulubundukin
2. Karagatan
3. Ilog
Gawain Itanong: Batay sa mga larawan, alin kaya sa tatlo ang maaring pagsimulan ng mga kabihasnan? Bakit?
Analisis Bakit karamihan sa mga kabihasnan ay sa mga ilog nagsimula? Ilahad ang kasagutan sa harapan.
Abstraksyon Papangkatin ang mga mag-aaral.
Halimbawang sila ay mga sina-unang mga tao, paano nila itatatag ang kanilang kabihasnan gamit ang mga batas at panuntunan?
Differentiated Instructions Visual Auditory Kinesthetic
Paglalapat Gagawa ng isang tsart na naglalaman ng mga batas at
panuntunan at pagkatapos ay ibahagi ang proseso ng
paggawa ng tsart ganoon din ang mga nilalaman nito.
Magbibigay ng komento o reaksyon batay sa
napakinggang pagtatalakay ng isang grupo at
pumili ng isang representantang magbabahagi
nito sa harap.
Magkakaroon ng pagsasadula hinggil
sa pagkakatatag ng kabihasnan.
Pagtataya Bakit mahalagang may mga batas at panuntunan ang mga kabihasnan sa daigdig?
Takdang Aralin Magsaliksik hinggil sa iba’t ibang mga kabihasnang umusbong sa diagdig.
Panapos na Gawain
Itinatag ng mga sinaunang mga tao sa daigdig ang mga kabihasnan upang magkaroon ng kaisahan at kaunlaran ang lahat ng mga kasapi o mga mamayanan.
Mga Puna
Pagninilay-nilay
Enhanced Instructional Plan

30. • The level of performance of grade eight learners
exposed to conventional teaching approach in the
pretest is satisfactory, in the post-test majority of
their performance is at very satisfactory.
• On the other hand, majority of the grade eight
learners exposed to differentiated instruction
approach have satisfactory performance during the
pretest and most of them have an outstanding
performance in the post-test.

31. • There was a significant mean
improvement from the pretest to the post-
test of grade eight learners exposed to
conventional teaching and differentiated
instruction approach.
• Moreover, there was a significant mean
difference in the posttest between the
experimental group and control group.

32. • It was revealed that the least learned
competencies of the grade eight learners in Araling
Panlipunan were:
1. Nasusuri ang mga sinaunang kabihasnan sa
daigdig batay sa politika, ekonomiya, kultura,
relihiyon, paniniwala, at lipunan;
2. Napahahalagahan ang mga kontribusyon ng
mga sinaunang kabihasnan sa daigdig; and
3. Nasusuri ang pag-usbong ng mga sinaunang
kabihasnan sa daigdig: pinagmulan, batayan at
katangian.

33. Based on the findings of the study, it is concluded that the
differentiated instruction approach was more effective than
the conventional teaching approach, though both showed positive
results in increasing students’ academic performance.
The findings of this study affirmed Rita and Kenneth
Dunn’s Learning Style Model in 2009 which stated that there is an
observable improvement in student learning and behavior when a
match has been achieved between instruction and learning styles and
Tomlinson’s Differentiated Instruction Theory in 2003 which
stated that students learn best when their teachers accommodate the
differences in their learning styles.

34. Based on the findings and conclusion, these
recommendations are hereby suggested:
1. In response to the inclusive education program of
the Department of Education, it is recommended that
teachers should apply differentiated instructions in all
subject areas starting from kindergarten to grade 12;
2. To maximize the full potentials of diverse learners,
differentiated instructions should be incorporated in the
planning and preparation of the daily instructional plan;

35. 3. Teachers should include differentiated
instructions as one of their topics in their School’s
Learning Action Cells and may plan and suggest
different activities from first to fourth quarter in
line with their students’ learning needs and
styles; and
4. School administrators may conduct trainings
and seminar-workshop on the proper
implementation of the differentiated instructions.

36. 5. Further studies may be conducted parallel to
this study;
5.1 Addressing the needs of diverse learners through
differentiated Instruction.
5.2 Investigating the Impact of Differentiated
Instruction in Mixed Ability Classrooms.
5.3 Using Differentiated Instruction in Improving the
Academic Performance of Students

37. REFERENCE LIST
Amadio, R. (2014). Differentiated Instruction in Secondary Mathematics.
Wisconsin: International Journal of Applied Science and Technology.
Anderson, K. (2007). Tips for teaching: Differentiating instruction to include all
students. New York.
Aranda, M. R., & Zamora, J. L. (2017). Using Differentiated Instruction in
Improving the Academic Performance of Students in Filipino Language. Manila: National University.
Armstrong, T. (2009). Multiple intelligences in the classroom, 3rd edition.
Alexandria, VA: Association for Supervision and Curriculum Development.
Burkett, J. A. (1994). Teacher Perception on Differentiated Instruction and its
Influence on Instructional Practice. Edmond, Oklahoma: University of Central Oklahoma.
Chermahini, A., Ghanbari, A., & Talab, G. M. (2013). Learning Styles and
Academic Performance of Students in English as A Second-Language Class in Iran. Iran: Bulgarian Journal of Science and Education Policy
(BJSEP), Volume 7, Number 2.
Chick, K. A. & Hong, B. S. (2012). Differentiated Instruction in Elementary Social
Studies: Where Do Teachers Begin. Penn State Altoona
DepEd Order No. 8, Series of 2015 in the Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program.
Dewey, J. (1938). Experience and Education. New York: Macmillan.
Dunn, R., & Dunn, K. (2003). Learning Styles: Dunn and Dunn Model. Retrieved
from www.learningstyles.net

38. WENDELL TARAYA
M.Ed. Educational Management
St. Catherine’s College
Carcar City, Cebu
“Teaching is not a
service, profession or a
job. It is a pillar of the
society.”

40. Mohon, Talisay City, Cebu
FREQUENCY OF ERROR
FREQUENCY OF WRONG RESPONSES OF THE ITEMS TESTED IN ARALING PANLIPUNAN PRETEST
FIRST QUARTER
School: MOHON NHS Year & Section: CONSOLIDATEDNo. of Enrolment: No. of Test Takers:80 Date of Examination: September 21, 2018
Item No. No. of Wrong Responses % Level of Mastery Item No. No. of Wrong Responses %
Level of Mastery
1 2 3 MM 11 22 28
LM
2 6 8 MM 12 6 8
MM
3 2 3 MM 13 2 3
MM
4 10 13 MM 14 28 35
LM
5 4 5 MM 15 23 29
LM
6 8 10 MM 16 23 29
LM
7 10 13 MM 17 20 25
MM
8 6 8 MM 18 31 39
LM
9 25 31 LM 19 20 25
MM
10 27 34 LM 20 24 30
LM
Legend in Mastery Level:
0% = FM=Fully Mastered Certified true and correct:
1 – 13 % = MM=Moderately Mastered
ROWELYN F. LLANDA
14 – 25 % =LM=Least Mastered
Signature Over Printed Name of the Examiner
26% & above = NM=Not Mastered

41. The following will be the statistical measures used to analyze the data gathered by the researcher.
1. Frequency. This will be used to determine the pretest and post-test
performance of the grade 8 students in terms of their academic
achievements.
1. 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.