Differentiated Learning-Based Instruction in Mathematics 10 - Arvin A. Villantino (MAT - Math)
Differentiated Learning-Based Instruction in Mathematics 10 - Arvin A. Villantino (MAT - Math)
Differentiated Learning-Based Instruction in Mathematics 10 - Arvin A. Villantino (MAT - Math)
INTRODUCTION
The scenario of having a diverse classroom with diverse students is not new
that:
Teaching students that possess individual differences and with the variety of
learning styles really a big responsibility of the teachers that need to develop and
enhance.
characteristics of young individuals ready and willing to learn, and teaching diverse
teachers to be mindful on how the students learn best in order for them to satisfy
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the needs of their diverse students.
them integrate the content of the curriculum to their own lives and modify the
teaching diverse students will help discover the many benefits and learning
needs of all learners, and these teachers think they are using differentiation but
actually not.
demand that certain content must be taught within a given year. To reach this
standard, teachers often continue to move from one concept to the next even
when some students in their classes do not have a clear understanding of the
next with increasing complexity, these students tend to fall farther and farther
behind. They often shut down and grow a disdain for mathematics, believing it is
mathematics is a huge and complex requirement. One way to begin this quest is to
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gain understanding of how students perceive and learn fundamental concepts and
definitions”.
regardless of the “differences”. The Philippine Education For All (EFA) 2015 is a
vision and a holistic program of reforms that aims at improving the quality of basic
education for every Filipino by 2015. Through this, the Philippine government is
response to the different levels and needs of the students, differentiated instruction
will be the approach in the learning environment in the Philippine classroom that
December 3, the 2018 PISA results revealed that the Philippines scored
353 in Mathematics, 357 in Science, and 340 in Reading, all below the average of
participating OECD countries. With the PISA results also reflecting the learners’
Philippines.
that higher mathematical abilities, typically acquired years later than basic number
processing and calculation, rest upon proficiency in early numerical activities (e.g.
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counting, reciting multiplication tables). Consequently it is often expected that
processing abilities”.
In Bayugo National High school, District of Jalajala, the test result of the last
school year 2019 – 2020, showed that the Mean Percentage Score in the subject
Mathematics in not higher the 65%. This observation in the researcher’s workplace
is quite alarming for knowing that only a small percentage of the population of the
instructional approach. Through this, the learning styles of grade ten students will
be identified and this will help in preparing lessons for each learning styles.
instruction because they used group works and activities inside the classroom but
in reality, it’s not because they designed one lesson for all students and as
teachers we believe that “one size doesn’t fit all”, thus, the learning preference and
Conducting learning style inventory before the school year start is very
necessary because knowing the different learning styles of the students will help
the teacher plan and design the appropriate lessons for them
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school year 2021-2012.
skills on mastery level of the students in Bayugo National High School, District of
The respondents of the study were the Grade 10 junior high school
respondents for the control group and 30 respondents for the experimental group.
From the four sections (4) of grade 10 level, four sections which the researcher
were selected through fishbowl technique. The researcher determined which of the
two groups were the control and experimental group by means of a toss-coin.
instruction for eight weeks while the experimental was exposed to differentiated
instruction. Both classes met four times a week having one hour per session, a
data for analysis, the researcher utilized pretest to determine students readiness
before subjecting them into instruction. The test came from K to 12 Grade Ten
Curriculum Module and was being administered at the beginning of every grading
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After the pretest, an instrument on learning style inventory was
administered to determine students’ learning style to both groups. In this study the
Grasha- Reichmann Student Learning Styles Scales (GRSLSS) was used. There
1 Avoidant,
2 Dependent,
3 Participant,
4 Independent,
5 Competitive , and
6 Collaborative.
administered. The post-test is a 40 multiple – choice item test and was made by
1. What is the level of the performance of the respondents before and after
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students before and after the exposure to the Differentiated Learning-Based
were taught using the traditional method and those who taught using Differentiated
3.1 Avoidant
3.2 Dependent
3.3 Participant
3.4 Independent
3.5 Competitive
3.6 Collaborative
were taught using the traditional method and those who taught with
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Chapter 2
view of the Department of Education’s Memorandum no. 188 s2003. The objective
instruction was applied and the researcher made lessons according to the six
grade ten students to collaborate with peers and teachers. To facilitate learning,
the teacher initiated group participation in all activities and to interact with other
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groups. The lesson prepared for each session was based on the intended learning
Theoretical Framework
collaboration with peers, and most specially, slightly difficult task that beyond the
comfort level of the students (Konstantinou-Katzi et. al.,2013). This given tasks
can be done through the help of someone who is more skilled, which is the
teacher.
teaching that is based on the premise that students learn best when their teachers
every student’s ability to learn (Subban,). Using differentiated instruction inside the
classroom recognizes the diversity of the learner, and it affirms that each learner
learning preferences of the students. Being able to identify the various learning
differences can assist students to achieve a better academic result and improve
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Input Output
Respondents
Conceptual Framework
Students
The research model was based from the System Approach of Coombs
Learning
shown in figure 1. Figure 1 shows the conceptual model of the study. The model
Competencies
signifies
Different Learning
Style Effectiveness of
Avoidant Differentiate
Dependent Process Learning-Based
Participant Instruction In
Independent A. Construction of Mathematics 10
Competitive Pre-test and Determined
Collaborative Post-test.
B. Item Analysis of
Pre-test and Post- Pretest and
test Posttest
C. Administration
of the Pre test
D. Administration
of Differentiated
Learning-Based
Instruction.
E. Administration
of the Post test
F. Tabulation,
Analysis and
Interpretation of
Data
Feedback
Feedback
Figure 1
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Conceptual Framework on the Differentiated Learning-Based Instruction in
Mathematics 10.
the three elements that are essential in designing an assessment tool, the input,
attained. The components of the input are the Different Learning Style Scales
pre-test and post-test, item analysis of the test, administration of the pre-test,
The line from the output frame going back to the input and the process
presents the feedback. This means that the system is a continuous process which
does not stop after the output was achieved and also feedback transmits whatever
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For the clearer view of this study the following terms are defined operationally
according to the use in the context of this study. It enumerated variables that are
Differentiated Instruction
students well so they can provide each one with experiences and
In a recent study of Valiandes (2015), it was found out that students made
instruction methods were not employed. Based on the findings, the quality of
differentiated teaching being given by the teacher has a great effect on students’
observations of the researchers, the whole class was being transformed into more
interactive and livelier one and showed enthusiasm during the interviews and has
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was applied. Through the differentiated instruction, the students felt that they were
given the chance to actually do and understand mathematics and not feel
constructive interaction with the instructor and their peers. As a result, the
performance.
can help not only in the students achievement but also in the teaching
of secondary science teachers who differentiate instruction and all the participants
how differentiated instruction has influenced their ability to successfully reach the
Learning Style
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The term “learning styles” speaks to the understanding that every
retains information.
differentiated by learning style for nine weeks, followed by a further class test.
Both classes showed significant improvement from the beginning to the final test,
but there was no significant difference in improvement between the two groups.
Individual Learning
instructional technology, and pace of learning are based upon the abilities and
Definition of Terms
The following terms were defined conceptually and operationally for the
Performance. It refers to the scores of the respondents during the pre test
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Pretest and post test. These refer to the examination given to the
Respondents. This refers to the subject of the study who took the pretest
authority.
together.
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Chapter 3
RESEARCH METHODOLOGY
This chapter discusses the research method and procedure used in the
study. This includes the research design, research locale, population and sample,
Research Design
the control and the experimental group using pretest and posttest. This is to
which patients or clusters of patients self-select into (or their providers select on
their behalf) one of several different treatment groups for the purpose of
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comparing the real-world effectiveness and safety of those non-randomized
treatments.
"controls" for the absence of physical control of the experimental situation. The
test Design. This design is the same as the classic controlled experimental design
except that the subjects cannot be randomly assigned to either the experimental or
the control group, or the researcher cannot control which group will get the
treatment. In other words, participants do not all have the same chance of being
treatment.
This study was conducted at Bayugo National High School (BNHS) which
Jalajala, Rizal. There were 32 teachers (25 in Junior High School and 5 in Senior
High School) and 800 enrolled students in the school. Bayugo National High
Among its facilities are 2 computer rooms, 1 in Junior High School and 1 in
Senior High School. It also has 2 canteens (Junior High and Senior High), H.E
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Bayugo National High School is conducting activities to improve student’s
numerical skills. In fact, during January which is the Math Month, a lot of activities
in conducted including Math Camp, Quiz Bee and Robotics; and at present the
for Numerically Unskilled Students) through those activities and project the
numerical skills and the critical thinking of the students developed and it enhanced
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The subjects of the study are the (60) grade 10 students of Bayugo National
High School in S.Y. 2021-2022 and was selected through purposive sampling
since all sections are heterogeneous in nature. It involved two sections out of four
section of the total population of grade 10. Each section consists of forty five (45)
students. The first group was the control group which they were taught using the
traditional method while the second group was the experimental group which
Sources of Data
in mathematics 10, the researcher made use of pretest and post-test. The eighty
(40) item pretest and post-test was item analyze by expert and used by the
instruction for the respondents. The pretest and post-test contains four different
instrument in gathering the needed data. It was content validated by the person’s
of specification.
to conduct the study from the office of the Division School Superintendent and
The researcher will prepare the pretest and post-test that covers the
lessons in Mathematics 10: Determine the means and nth term of a sequence,
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combinations, and Finds probability of an event. The test items will be subjected to
Next to this, is the determination of respondents, from the four sections of the
grade 10 level, forty percent will be used of about sixty (60) respondents since all
Followed is the experimentation proper, that the respondents so with the other
members of the class, will be given pretest. After the pretest, the researcher will do
learning-based instruction.
Likewise, the pretest and posttest scores of the selected respondents will be
drawn from the list of the class for tallying, tabulation and analysis of scores using
Statistical Treatment
The test results were analyzed using the following statistical tools.
revealed by pre- test and post- test scores, mean and standard deviation is used.
performance of the students before and after the exposure to the Differentiated
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