Torayno 1 5

GREENVILLE COLLEGE
SCHOOL OF GRADUATE STUDIES
EFFECTS OF DIFFERENTIATED INSTRUCTION IN RELATION TO

STUDENT PERFORMANCE IN SELECTED SCHOOLS IN TAYTAY
DISTRICT, DIVISION OF RIZAL: BASIS FOR A PROPOSED
ACTION PLAN
A Thesis
Presented to the
Faculty of the Graduate Studies
Greenville College
Pasig City
In Partial Compliance
of the Requirements for the Degree
Master of Education
Major in Educational Management
GREENVILLE COLLEGE Page
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Education is a life-long process and a means of preparing for the future.
It enables an individual to maximize his or her potential by preparing them to
fit into society. It is the cornerstone of human progress and the path to a better
future. Educators regard education as a primary means available to encourage
a deeper and more harmonious type of human growth, thereby reducing
poverty, ignorance, oppression, and war in today's fast-paced world propelled
by an explosion of knowledge. Because education is the foundation of
contemporary human civilization, it is always a top priority for governments
to provide high-quality education to its citizens.
Many individuals are aware that different learning styles and strategies
are preferred by different people. People learn in a variety of ways, which are
classified as learning styles. To learn, everyone has a variety of learning

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styles. Multiple learning styles are a relatively recent method to learning.
Educators have just recently begun to appreciate the value of this strategy.
The concept of “learning styles” has been overwhelmingly embraced
by educators worldwide. Studies show that an estimated 89% of teachers
believe in matching instruction to a student’s preferred learning style. It’s true
that people have stable strengths and weaknesses in their cognitive abilities,
such as processing language or visual-spatial stimuli. People can also have
preferences in the way they receive information.
Blended learning is a term which has gained prominence in education
over the past decade and is once again in the spotlight due to the recent
COVID-19 pandemic. Put simply, blended learning is typically a delivery
method of education which combines face-to-face delivery with technology-
powered online learning.
The COVID-19 situation has affected many aspects of education such
as teaching, learning, assessments and student support, and blended learning
has become more topical than ever. Schools, colleges and universities find
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themselves urgently seeking solutions to the challenges around adhering to
social distancing.
The problem with COVID-19 has had an impact on many parts of
education, including teaching, learning, assessments, and student support, and
blended learning has become more relevant than ever. Schools, colleges, and
universities are scrambling to find solutions to the issues of maintaining social
distance.
Despite the difficulties, the current circumstance presents a chance for
educators to fully embrace modern best practices and new technologies, even
if it means stepping outside of their comfort zones. This is where blended
learning can help you overcome these obstacles. Blended learning, in its most
basic form, strives to reduce the amount of time students must spend on-site.
On a broader scale, this unavoidably results in a decrease in the number of
pupils on site at any given time.

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Background of the Study
All students learn at a different pace, and it is important to differentiate
instruction to address their individual needs. Educators are realizing that
blended learning may be the answer to addressing these differences
The big reason that differentiation is essential is that it works. It
provides all our learners the opportunity to be successful within their ability
levels while still providing growth opportunities. It works because it is
student-centered; educators use various assessments to understand individual
student abilities and interests so they can design educational materials that are
engaging, relevant, and appropriate. Maintaining an effective learning
environment within new teaching realities is a challenge, but not an
impossible one. Consider taking this challenge head-on by developing
understanding of the many positive reasons for using blended learning
techniques even when return to a four-wall classroom. Embrace the ideas and
resources for differentiating instruction for all students because it works in
developing successful and engaged students who become active parts of their
learning process.
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Learning styles of pupils vary among individual students and group of
students. However, patterns of repetitive and consistent learning behavior in
the classroom may also be observed. For example, certain students become
actively involved in verbalizing thoughts, while others prefer hands-on-
experiences. An individual’s learning style is the way he or she concentrates
on processes, internalizes and remembers new and difficult academic
information or skills. Individual’s approach learning differently due to
differences in their learning styles. A person’s approach to learning is a
relatively stable indicator of how they perceive, interact with, and respond to
the learning environment.
The teachers, being the focal figure in education, must be competent
and knowledgeable to impart the knowledge they could give to their students.
Good teaching is a very personal manner. Effective teaching is concerned
with the student as a person and with his general development. The teacher
must recognize individual differences among his/her students and adjust
instructions that best suit to the learners.

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In the researcher’s experience blended learning is a great opportunity
that occurred during a pandemic. Because it is a combination of online and
modular learning modalities, it really becomes easy to personalize the
teaching process. For example, online learning can use different media to
guide learners in their learning, while modular learning will favor students
who are interested in the written type of learning.
Due to the flexibility of blended learning, it is possible to be a way to
match the teaching style with the learning style of the students.
This will be the center of this present study. The researcher will try to
see if the differentiation of instruction using blended learning can help the
learning style of the students.
Theoretical Framework
There are different theories about learning styles such as the David
Kolb and experiential learning who identified learning styles such as
accommodators, convergers, divergers, and assimilators, the Honey and
Mumford’s which identified four learning styles such as activist, pragmatist,

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reflector, and theorist, Anthony Gregorc's Mind Styles such as concrete and
sequential, etc.
However, the researcher tied up her study to the theory of Neil Fleming
known as VAK or Visual, Aural, and Kinesthetic learning styles. The VAK
model was popular and widely applied. But, like some of the earlier models, it
became associated with a fixed outlook on learning. Many people took it to
mean that learners could be classified by a single modality – as a "visual
learner," for example – with little room for maneuver.
The VAK learning styles is seen by the researcher as the most suitable
theory when it comes to blended learning since visual, aural and kinesthetic
learnings are present in the aforementioned learning modality. Therefore, the
three learnings’ styles were adopted in the conduct of this present study.
Conceptual Framework
In the conduct of the study the researcher adopted the Input-Process-
Output or IPO as its conceptual framework.

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In this study, the first frame represents the Inbox which includes the
two groups of respondents: the teacher-respondents and the grade six learners.
The teacher respondents were described in terms of their gender, age, highest
educational attainment, length of service, and position title, while the grade
six learners were classified as visual, aural, kinesthetic, any combination of
two, and the combination of three learning styles. It also includes how the
teacher-respondents perceived the opportunity of differentiating instructions
in blended learning with respect to learner engagement, motivation, learning
experience, and interest, how the grade six learners described the suitability of
blended distance learning modality to their respective learning styles, and the
academic performance of the learners based on their third grading average
grade.
The second frame represents the Process or the procedure in the
conduct of the study which includes the development and validation of
researcher-
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made questionnaire-checklist, its administration and retrieval, and the
tabulation, analysis, and interpretation of the gathered data.
The third frame pertains to the Output of the study or the proposed
teaching approach to match the blended learning teaching modality and the
learning style of the students.
The arrows imply the continuous process with feedbacks indicating that
if the result is not successful after getting the feedback, another process will
be executed until it attains the desired result.
Statement of the Problem
The study assessed the effects of differentiated instruction in relation to
student performance in selected schools in Taytay District, Division of Rizal
as a basis for a proposed action plan.
Specifically, the study sought answers to the following questions:

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1. What is the profile of the teacher-respondents in terms of the following:
1.1 age
1.2 sex
1.3 highest educational attainment.
1.4 length of service; and
1.5 position title?
2. What is the effects of differentiated instruction with respect to the
following:
2.1 learner engagement.
2.2 motivation.
2.3 learning experience; and
2.4 interest?
3. Is there a significant difference between the effects of differentiated
instruction when they were grouped according to their profile?
4. What is the academic performance of the grade six learners during the
school year 2021-2022

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5.Is there significant relationship between the effects of differentiated
instruction and the performance of learners?
5. Based on the results of the study, what action plan maybe proposed?
Hypotheses of the Study
The study tested the null hypotheses:
1. There is no significant difference between the effects of differentiated
instruction when they were grouped according to their profile
2. There is no there significant relationship between the effects of
differentiated instruction and the performance of learners.
Scope and Limitations of the Study
The study assessed the effects of differentiated instruction in relation to
student performance in selected schools in Taytay District, Division of Rizal
as a basis for a proposed action plan. The study was conducted during the
School Year 2021-2022.The study considered all or one hundred percent of
grade six teachers and the one hundred (100) randomly selected grade six
learners.
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Significance of the Study
The researcher believed that her study would be beneficial to the
following:
School Administrator. The result of the study would be helpful in
designing program that will improve the professional growth of teachers
especially when it comes to their teaching approach.
Teachers. They can better their teaching using the blended distance
learning modality by reflecting to the result of the study especially on the
correlation between the academic performance of the grade six learners and
their learning styles.
Parents. The would also benefit in the output of the study since it will
better the approach of the teachers in teaching using blended distance learning
modality that would influence the performance of their children.
Future Researchers. The result of the study would serve as reference
for them in conducting the same or related studies.

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Definition of Terms
For better understanding of the study the following terms were defined
operationally.
Academic performance. This pertains to the third grading average
grade of the grade six learners.
Assessment. This refers to the evaluation or estimation of the nature,
quality, or ability of someone or something.
Aural. This pertains to the ear or the sense of hearing.
Blended learning. This refers to the combination of modular learning
and online learning.
Differentiation of instruction. This refers to tailoring instruction to
meet individual needs. Whether teachers differentiate content, process,

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products, or the learning environment, the use of ongoing assessment and
flexible grouping makes this a successful approach to instruction.
Documentation. This pertains to material that provides official
information or evidence or that serves as a record.
Framework. This refers to assumptions about the learner and the
society such as learners’ capacity and ability, aptitudes and potential for
learning, motivation, needs, interests, and values as well as society’s
orientation to nurturing or using the individual gainfully.
. Interest. This pertains to the state of wanting to know or learn about
something or someone.
Kinesthetic. This refers to a person's awareness of the position and
movement of the parts of the body by means of sensory organs
(proprioceptors) in the muscles and joints.
Learner engagement. This pertains to a measure that reflects the
quantity and quality of a learner's participation in their courses and every
other aspect of their educational program.

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Learning experience. This refers to any interaction, course, program,
or other experience in which learning takes place, whether it occurs in
traditional academic settings (schools, classrooms) or nontraditional settings
(outside-of-school locations, outdoor environments), or whether it includes
traditional educational.
Learning style. This pertains to a set of factors, behaviors, and
attitudes that facilitate learning for an individual in a given situation. Styles
influence how students learn, how teachers teach, and how the two interact.
Motivation. This pertains to the reason or reasons one has for acting or
behaving in a particular way.
Program. This pertains to a set of related measures or activities with a
particular long-term aim.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of local and foreign literature and
studies that are related to the present study. These reading served to
strengthen the theoretical frame on which this study was premised.
Related Literature
Curry and Arter(2017) noted that learning involves more than one
dimension. She suggests four levels that she represents as analogous to the
layers of an onion. At the core of the onion are the personality traits of the
learner. These traits are the most stable of the learning style levels. The
second layer represents the information processing levels that include how
information is received (modes) and hoe it is processed (cognitive). The
third layer focuses on social interaction: how pupils act and relate in the
classroom. The fourth layer deals with the instructional environment and
pupils’ preferences for how they receive instruction. All levels are
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intertwined to create a picture of how a particular student learns. Curry states
that the use of only one psychometric instrument to evaluate learning style
only provides a glimpse of a student’s learning style. She recommends using
at least three psychometrically reliable instruments to triangulate the various
levels of learning style according to her model.
Sellors(2016) stated that incorporating imagery into your visualization
of information can help you make sense of what you hear. This includes using
pictures, images, color, or other visual media to help organize and process
information. Many visual learners may find they have images always floating
around in their heads, so creating images uses this already innate ability to
your advantage. Since visualization comes easy to you, making visualizations
stand out is also helpful. For example, in a social studies class learning about
World War II, you might draw little images to the side of your written notes
to help you to remember and understand details.
However, if one idea or concept is more important than the rest, make
that idea stand out more. This can mean drawing these ideas bigger than the
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rest, or placing stars, asterisks, or other markers to bring your attention back
to major ideas.
According to James (2018) tactile learners learn best by doing. They
need direct involvement; fidget when reading and are not avid readers;
remember best what is done, not what is seen or heard; images are
accompanied by movement; easily distracted when not able to move; find
reasons to move; express emotions physically by jumping and gesturing; do
not listen well; try things out by touching, feeling, and manipulating; need
frequent breaks when studying. To be able to address the preferences of
tactile learners, teacher must add physical movement or opportunities to touch
and feel objects for kinesthetic learners. They need to use objects like
miniature animals, people or vehicles (sold as math manipulative in school
supplies) to teach math skills such as counting, sorting, addition or
subtraction. They also need to incorporate the use of physical objects for
children to hold or touch during science or social studies whenever possible.

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If studying rocks, for example, kinesthetic learners benefit from exploring the
features of the rock with their hands.
Sarabdeen(2017)pointed out that, as the learners have their own
preference in learning, trainers should customize their training programs and
training methods to maximize the outcome of the training. Much so, he added
that learning style is basically one’s approaches or ways of learning. Every
individual has his own preferred way of learning compared to others;
therefore it is important to the trainers and educators to understand various
styles of learning so that they will be able to effectively engage in transferring
knowledge and skills. Learning Styles are researched since 19th century. The
early learning research concentrated on the relationship between memory and
oral/visual learning methods. Later, the focus shifted to different cognitive

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styles and strategies that determine a learner’s mode of receiving,
remembering, thinking and problem solving. Students’ or trainees’ preference
of learning style should be matched with instructional materials for better
learning outcome.
According to Kaliscan and Kilinc(2017) knowing the way students
think and how they learn are critical during the design and application of
education systems in order to get the best output. To this end, “learning
styles” stand out as an important concept. It is expected to see that knowing
how individuals think and learn along with the elements that effect these
processes will ease the effective learning process. Learning style is the
method that the individual has come to get used to for acquiring, processing
and storing new information and skills. In other words, learning style
represents the approach of the individual to the learning process and his/her
general attitude. What determines style in this process is the unique style of
perception of the individual and his/her interaction with the learning
mediums.
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Ganaden(2018) stated that it is possible to modify student’s goals by
making certain adjustments in the classroom. Mastery goals are generally
believed to be most beneficial among student goals. Hence, educators are
advised to make necessary classroom arrangements that could lead to the
formation of mastery goals and to their eventual dominance over other types
of goals. However, there are suggestions that modifying competitive goals
among students may not be problematic after all. Though the role of
competitive (or performance approach) goals in learning has not been fully
explored, and though they used to be considered detrimental to student
performance, some theorists are now acknowledging that they may also have
positive effects on students. In addition, the relation among student goals,
student learning styles, and mathematics achievement has yet to be fully
explored.
Carbonel(2017) explained that the distinction of the individuality of
students can be illustrated by the diversity of their test scores. When most
students begin school, their test scores are comparable, but their experiences
are varied. As their formal education continues, most students in a specific
classroom are taught in the same style – the style most compatible to that
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teacher. Just as each student possesses different types of knowledge from
his/her experience, so does each student process information differently to
complete the learning cycle. As a result of the students’ hereditary factors,
their particular life experiences and the demands of their environment,
students develop learning styles that emphasize certain learning abilities over
others.
He added that Mathematics learning is regarded as complex and
technical that most students are afraid of. To minimize such negative
reactions of students towards the subject, the educators continuously keeps on
finding solutions to this by considering the learning styles and study habits of
the learners. Since learning can take place in three ways such as learning
styles, study habits, experiences and formal trainings.
Orog(2017) stated in her study that Multiple-intelligence (MI) theory
was developed by Dr. Howard Gardner, and it defines intelligence through a
spectrum of content areas, including verbal-linguistic, mathematical-logical,
interpersonal, intrapersonal, visual-spatial, bodily-kinesthetic, musical-
rhythmic, and naturalistic. This was the original 7 multiple intelligences

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which was later added with emotional intelligence, naturalistic and existential
intelligence. The application of Multiple Intelligence theory has been found to
lead to increases in learning objectives and other holistic outcomes and has
been lauded to be one of the most positive and influential theories in
education today. In spite of repeated encouragement from MI adherents, it
seems as though individual classroom teachers have not yet begun to visualize
Multiple Intelligence theory as a template for instructional planning.
Many of the teachers experienced frustrations in their teaching stint
even though they prepared much in their lesson planning and all sorts of
learning aids. The learning was compromised since the students were not
assessed by their learning styles before the introduction of classes starts.
Bacay(2017) posits that while research shows that greater learning
occurs when teaching and learning styles match, the teacher is not expected to
tailor-fit his/her teaching style according to students' preferences. For
example, if a teacher is inclined towards meeting the needs of students with a
particular learning style, other students with different learning styles will feel
left out. Also, students who are consistently taught through their dominant
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learning styles will not know how to learn using their less preferred learning
styles. Thus, teachers should adopt a balanced teaching style to help more
students learn effectively and become more flexible in the way they learn. To
this end, a learner-centered teacher must employ different teaching methods
to address students' varied learning needs.
Related Studies
The study of Geban(2018) investigated the effect of students’ learning
styles on their chemistry achievement and attitudes toward chemistry as a
school subject. One hundred seventy-nine 9th grade and 151 10th grade
students taking chemistry course from different high schools were enrolled in
the study. The Learning Style Inventory was used to determine student’s
learning styles. This scale was based on Grasha’s criteria and consisted of
four clusters obtained from six learning styles.

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The first cluster consisted of dependent/ avoidant/ participant/
competitive; the second cluster included participant/ dependent/ collaborative;
the third cluster contained collaborative/ participant/ independent; and the
fourth cluster consisted of independent/ collaborative/ participant learning
styles. Also, Attitude Scale toward Chemistry was administrated to the
students to measure their attitudes toward chemistry as a school subject.
MANOVA is used for statistical analysis. Results showed that there
was a significant effect of learning styles on students’ attitudes toward
chemistry and their chemistry achievement. Students in learning style cluster
3 and 4 had better understanding of chemistry concepts and more positive
attitudes toward chemistry as a school subject.
Sara(2016) investigated the effects of learning styles on career
preferences of senior secondary school students in Jigawa State, Nigeria. A
total of six hundred students, three hundred and sixty male, and two hundred
and forty female were randomly selected from ten senior secondary schools
across the state for the study. Two different data collection instruments were
used to gather data for the research. Chi-square was used to find the effect of
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independent variable (learning style) and dependent variable (career
preference). The findings of the study revealed that: there is significant sex
difference in learning styles; there is significant sex difference in career
preference. Significant differences do exist between field dependents and
field dependent subjects (student). Finally, recommendations were offered for
appropriate counseling practice on the students having varieties of learning
styles.
The study of Sara revealed that female respondents tend to incline to
artistic related careers because they are field dependents, while male
respondents select scientific related careers simply because they are field
independents. Moreover, sex difference in learning style exist among the
senior secondary schools students in Jigawa State as well as career
preference.
The study of Aripin(2016) ascertained the dominant learning styles of
the students and to discover the relationship between learning style and
academic performance. The Grasha-Riechmann Student Learning Style
Scales (GRSLSS) instrument was administered to determine student learning

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preferences in six learning style categories. The subjects of this study were
first year students at the International Education Center (INTEC), University
Technologic MARA, Shah Alam. These sponsored students were undergoing
their preparatory programs at INTEC before pursuing their degree at
reputable universities in Australia, New Zealand, the United Kingdom and the
United States, among others. Cluster analysis was used to identify their
dominant learning styles, while discriminate analysis was used to analyze the
relationship between learning styles and the various demographic and
educational variables. Academic performance based on learning style was
found to be significant.
Robertson(2016) explained the result of his study that students are thus
using mostly memorization techniques to learn and study material, and from
this obtains higher grades than those who use the other strategies. This
frequent use of memorization as a strategy is furthermore reflected in the
predominant learning style among the students, which was the sensing
learning style. He also pointed out that based on the Literature it indicates that
students with this style in general can memorize facts well. Thus this sample
of students not only has a higher preference for memorization strategies but,
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according to literature, is good at memorization as well. While learning styles
do not account for any variation in academic performance, they do seem to
provide support for the learning strategies students used.
In his study, different techniques and approaches have been employed
to try to instill in students an interest in Mathematics, particularly at a higher
level. If students can be encouraged to put forth the requisite effort to solve
challenging problems in Mathematics, they can gain a feeling of satisfaction
upon successfully solving such problems. Inspiring students through math
completions is one such technique that has been used both nationally and
internally. With the enjoyment and experience of success in mathematics, it is
hoped that ‘students will develop their full potential basic course
requirements. They ability to solve mathematics problems has been important
for many years. Ke and Carr-Chellman(2016) stated based on their study,
their participants employed intrapersonal interaction with content and critical
thinking as the major approach to constructing knowledge. According to
them, although their participants did interact with peers this was just to test
their own understandings of the content. The participants did not con-
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construct their understandings and were reluctant to rely on group negotiation
for their understanding development.
Based on the study mentioned above intrapersonal learners do interact
with others but merely to assess their knowledge about the content but not
really for the reason of cooperating which is the main attitude of interpersonal
learners. There are indeed some numbers of students who prefer to work and
study alone and that are one of the reasons of the present study: to find out if
there are intrapersonal learners among the grade two respondents.
According to the study conducted by Novotna, the two of the most
dominant students´ learning styles, as revealed by his study, were Global
(mean = 2, 51, SD = 0, 56) and Deductive (mean = 2, 51, SD = 0, 74) very
closely followed by Visual preference (mean = 2, 42, SD = 0, 51). The least
dominant learning style was Kinesthetic (mean = 1, 75, SD = 0, 54). Apart
from Reflective dimension, which was slightly above the mean 2, Inductive,
Impulsive and Particular preference obtained on the frequency scale a very
similar mean score.

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Montemayor cited the benefits of understanding the learning style of
students posted by LearningStyles.net such as permits the students to identify
how they prefer to learn; provides a computerized graphical summary of each
students preferred learning style; called the Individual Learning Style Profile;
suggests a basis for designing the classroom environment to complement
many students’ need for sound, quiet, bright or soft light, temperature, or
seating design; sequences the perceptual strengths through which individuals
should begin studying; shows how to reinforce new and difficult information
for various individuals’ shows how each student should do his or her
homework; indicates the methods through which students are likely to excel;
extrapolates information concerning which students are conforming or non-
conforming and how to work with those who are non-conforming; pinpoints
the best time during the day for each student to be involved in required
difficult subjects and thus permits grouping students for instruction based on
peak energy times; itemizes the types of students for whom snacks while
learning may accelerate the learning process; and suggests for which students
analytic or global approaches to learning new and difficult material are likely
to be important.
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Ingosan(2016) enumerated several results of studies conducted
regarding learning styles, and they revealed that in the study made by it was
found out that the use of learning styles in the traditional classroom settings
does not have high impact on the performance of the learners (learning styles
are much applicable to learners in the e-learning set up). Lane came up with
the same results on their respective studies that learning styles showed that
each learner has a different way to learn and that most learners do not learn
the same way as the others. Lane further explained that all students learn
differently due to dominant preferred Learning Style. Fu also stated that
students learn in many ways like seeing, hearing and experiencing things first
hand. Furthermore, Fu said that for most students, one of the methods stands
out.
Amoin(2017) stressed that Mathematics deals with abstract which are
difficult to teach and learn that is why classroom instruction should be
backed-up with varied instructional materials, while Mariño (2018) pointed
out a well instructional material will greatly contribute to the performance of
the students. The use of instructional materials would also make learning
easier and permanent. To be able for the teachers to efficiently impart

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learning they need to know have bridge that will connect them with the
learners. There are so many instructional materials available in the field of
teaching but the question will always be on its appropriateness to the system.
The study of San Diego(2018) determined the learning preference of
Grade Six pupils in public elementary schools In District of Teresa, Division
of Rizal during the School Year 2009-2010. The learning preferences of the
respondents include environmental conditions, emotional state, sociological
preferences of the respondents were determined utilizing a researcher- made
questionnaire checklist. Fifty percent of the total populations of the Grade Six
pupils were considered as respondents.
It was found out that most of the grade six pupils are females whose
parents are high school and college graduates and majority obtained average
academic performance. Grade six pupils have varied learning preference. Sex
and academic performance are significant on the learning preferences of the
pupils while parents’ educational attainment is not significant.
Ganal and Guiab determined and analyzed the problems and
difficulties encountered by Bachelor of Elementary Education sophomore

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students towards mastering learning competencies in mathematics. The
problems and difficulties are categorized into personal problems, emotional
problems, problems on teacher’s instruction, and problems with school
adjustment, problems in adjusting to classmates and board mates, and
problems arising from over-extended schedule/workloads for practice in
different competitions.
Using the descriptive-survey method and frequency count and
percentage, findings revealed that, in general, the respondents encountered
personal problems relating to school expenses, lack of interest and negative
attitude towards the subject. The emotional problems encountered are
excessive stress in doing academic tasks and low self-esteem or not believing
in one’s capabilities. On problems relating to teacher’s instruction, these are
no effective motivation and introduction, and not creative enough to adapt
his/her method to the learner’s capability. As to problems with school
adjustment, the most frequent are difficulty in adjusting to life/role of a
college student, and not doing the tasks well. The problems in adjusting to
classmates/ board mates are how to be accepted by classmates and board
mates, and working effectively with different kinds of classmates. With

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regard to problems arising from over-extended schedule/workloads for
practice in different competitions, the most common problems are too many
academic tasks and projects assigned, and studying and reviewing too many
subjects every day.
Castillo noted that teaching mathematics requires more than teaching
students arithmetic and mathematical concepts. Mathematics involves solving
and accepting mathematical problems. Its principles and concepts are precise;
that is why mathematics teachers should not only have talents in using
teaching strategies but should also know which among these strategies best
develop the understanding of students’ mathematical thoughts.
As stated by Valle, Math teaching should be a balance of conceptual
and procedural approach. It is ineffective to emphasize a high degree of
procedural proficiency without developing a conceptual knowledge.
Mathematics teachers should put an emphasis the relationship between,
applications, and connections of mathematical concepts to real life situations.

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The development of teacher knowledge is greatly enhanced by the
efforts within the wider school community to improve teacher’s own
understandings of mathematics and mathematics teaching and learning. In
order to enhance their knowledge, teachers need the material, systems, human
and emotional support provided through professional development initiatives.
Support and resourcing can also come from the joint efforts of other
mathematics teachers within and outside of the school.
Aranda and Zamora investigated the effectiveness of differentiated
instruction in the academic performance of grade ten students in Filipino
subject. In this study, quasi-experimental design was used to determine the
effectiveness of differentiated instruction in terms of improving the academic
performance of the students. The participants were purposively chosen for the
control and experimental group, respectively. The learning styles of the
students were identified using the Grasha-Riechmann Student Learning Style
Scale which served as the basis for designing differentiated activities in the
Filipino subject. The experimental group received differentiated instruction
for two months while the control group received traditional teaching
instruction. The results revealed that the academic performance of the

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students in the experimental group is higher compared to the control group.
This study concludes that differentiated instruction based on different learning
styles was effective in teaching the Filipino subject to grade ten students.
Velasco et al. determined the learning style of the Marine
Transportation students in a private Asian university in terms of emotional
elements as to motivation, persistence, rresponsibility,and structure; and to
compare the learning styles of high and low performing Marine
Transportation students. Descriptive type of research was utilized in the
study. Results showed that high and low performing students strongly agree
that they enjoy learning and they get a sense of accomplishment from
achieving and they like to learn most of the time especially when the subject
is interesting.
The high performing students have significantly higher persistence in
completing the things they begun as well as in enjoying working on several
tasks simultaneously. Both groups of marine students strongly agree that they
feel best when they do things they know they should do while high
performing students have significantly higher responsibility on doing

38
conventional things depends on the tasks and on how they feel about the
circumstances compared to the low performing students. Marine students
wanted to be instructed completely in order for them to perform the activities
accurately with the help of other members of the group through teamwork.
Daguplo found out that positively, solving non-routine problems in
mathematics intensifies their study habit, actualizes their creative skill,
improves their strategic thinking skill, and develops their focus and mental
discipline. Conversely, it discourages them because it is highly difficult,
mentally and physically exhausting, and, lastly, their experience with the
teacher is frustrating. Individually or in a group, when doing intense study,
education students forget and release negative experiences in the solving non-
routine problem and gain confidence of their outputs and products. Thus,
whether the experience is positive or negative, it encouraged education
students to strengthen their learning desire to solve the non-routine problem in
mathematics.
Manlangit determined the learning style and academic performance in
Mathematics of grade two pupils in Patricio Jarin Memorial Elementary

39
School, Tanay, Rizal School Year 2014-2015. One hundred percent or the one
hundred twenty (120) grade two pupils were used as respondents of the study.
An adapted questionnaire-checklist was used to determine the learning styles
and academic performance in Mathematics of the respondents with respect to
visual, linguistic, logical, auditory, tactile, interpersonal, and intrapersonal.
The respondents were described in terms of sex, sibling position, academic
performance, monthly family income of the respondents and educational
attainment of the parent’s respondents.
The study found out that majority of the respondents were male, with
academic performance in Mathematics of 70 – 80, belonged to ₱10,000 below
income earners. Also, majority of the respondents’ parents were high school
graduate and most of them were first in terms of sibling position. Linguistic
style was the most preferred leaning style of the respondents. The variables
such as sex, monthly family income, academic performance, and parent’s
educational attainment of the respondents were found no significant
difference on their learning style.

40
Based on the findings and conclusions, the following are offered.
Encourage Mathematics teachers to develop instructional materials that will
suit to the preferred learning styles of the students. Encourage teachers to
formulate teaching techniques that will help pupils to develop their less
preferred learning styles for them to become more adaptive and flexible.
Continuous in-service training for teachers, to be able for them to become
more knowledgeable about handling different learning styles. Math clinic to
strengthen the foundation of pupils in learning mathematics is also
encouraged. Replication of the study may be conducted using other variables
to strengthen the findings of the study.
Dalangin determined the learning styles and teaching strategies and its
contribution to the academic performance of General Engineering students in
Batangas State University AY 2014 – 2015. The researchers used descriptive
method. The standardized test and self-constructed questionnaire were
utilized; one was for the learning style and the other was designed for the
teaching strategies. A total of 173 first year and second year General
Engineering students at Batangas State University Main Campus 1 AY 2014-
2015. They were chosen through stratified proportional sampling. Slovin’s

41
formula was applied to determine the ideal sample size. To analyze and
interpret the data generated, employed statistical measures were Chi-square,
Mean, Frequency, Multiple Regressions and Percentage.
Based on the study as a basis, it was found out that General
Engineering students performed well in all their English, Mathematics and
Chemistry subjects. The researchers concluded that the first year and second
year General Engineering students AY 21014-2015 preferred not one but they
also had multi-styles of learning based on Memetic Learning Style Scale. It
was found out that direct teaching strategy was used by their instructor.
Furthermore, the respondents’ learning style of the respondents had no
relationship to their academic performance. On the other hand, respondents’
academic performance on English had an effect in their learning style and
instructors’ teaching strategies. However, respondents’ academic performance
on Math and Chemistry has no effect in their learning style and their
instructors’ teaching strategies. The researchers came up with the action plan
aimed to enhance the academic performance of General Engineering students.

42
Jubilo and Falelr conducted a study on finding out the index of learning
styles and learning difficulties of engineering and architecture students for SY
2011-2012. The study employed descriptive research design. Quantitative and
qualitative data were collected and presented.
The data obtained showed the following findings: There were 59%
male student-respondents and 35.41% females. Architecture students
accounted to 28.92% of all respondents; civil engineering students – 13.62%;
chemical engineering students – 9.60%; computer engineering students –
5.19%; electronics and communication engineering students – 12.19%;
electrical engineering – 5.45%; industrial engineering students – 12.45%; and
mechanical engineering students – 12.58%. By year level, first year students
had 33.85% of all respondents, second year students – 19.84%, third year
students – 19.97%, fourth year students – 11.28% and fifth year students –
15.05%.
In the processing dimension of learning, there were 98% active learners
and 42.02% reflective learners. In the perception dimension, there were
74.97% sensory learners and 25.03% intuitive learners. In the input

43
dimension, there were 88.72% visual learners and 11.28% auditory learners.
In the understanding dimension, there were 69.65% sequential learners and
30.35% global learners.
The students had learning difficulties in their mathematics and
professional subjects due to several factors and concerns: 3.1 Curricular,
Subject Loading/Scheduling and Requirements – Inappropriate course
sequencing; Overload of subject projects and requirements; Courses/subjects
were not properly scheduled; and Courses/subjects were offered without
regard to prior knowledge and skills of the students.
3.2 Instructions – Course outlines were not followed; Lessons are not
presented in logical manner; Different teachers for the lecture and laboratory
subjects/courses – They differ in the presentation of lessons; Teachers had no
enough preparations to handle the class; Pre- and post-laboratory discussions
were not made; Some teachers heavily based their lectures from the
textbooks; Teachers assigned to teach algebra, solid mensuration, analytic
geometry and calculus lacked teaching experiences; Some teachers returned
corrected test papers too late; some returned during the end of the semester;
Some teachers did not compute prelim and midterm grades; Some topics in
44
the final and departmental examinations were not taught; Some teachers had
no clear basis for grade computations; and Lack of or less class consultations.
3.3 Teacher Attitude – Some teachers played favoritisms and prejudices –
especially to bright students; Some teachers were not approachable;
Absenteeism and tardiness of some teachers; Some part-time teachers lacked
concerns for students; Lack of classroom management; and Some teachers
had mood swings. 3.4 Student Attitude and Concerns – Students are less
motivated because of failures; No support systems among the students within
the department; Some students did not manage their time properly; Lack of
cooperation among students; More time to their peers or “barkadas”; Some
students were forced to enroll courses determined by their parents; Financial
problems in the family; Love life; and Lack of study habits.
Alday and Panaligan found that topics on circles and parabolas are to
be taught using the e-learning since these topics can best be presented through
diagrams that needs animation and visual presentation that will enhance the
learning of students Also, as a product of another finished study, a developed
module on e-learning of the said topics was used to determine its effects on
students’ academic performance. It was found out from the results of the
45
exams for the particular topics that there is a positive effect on the use of e-
learning since there is an improved score of the experimental class on the
topics considered thus reducing math anxiety.
Doblada stressed that problem-solving cannot be taught as a skill since
the condition in verbal problems dealing with social situation usually vary
from problem to problem depending on one’s intelligence, his reading ability,
his understanding of number operations, and his background or experience.
However, the mathematics teacher should give special help in
mathematical sentences which give the basis of the solution of the equation.
He explained that experiences will develop mathematical reasoning without
the use of paper and pencil and marking computation: Learn short-cut for
adding, subtracting, multiplying, and dividing small numbers without the aid
of paper and pencil in solving word problem with simple numbers for exact
answer without paper and pencil; read from the textbook by the pupils,
practice in solving word problems mentally with simple numbers as the pupils
listen to the teacher read them; learn to judge when to use sounded numbers
and when to use exact numbers; practice in estimating answer to word

46
problems; experience in selecting familiar “reference measure” and learning
to use those in interpreting unfamiliar problems, practice in reading and using
table, graphs and scales.
Chapter 3
47
METHODS OF RESEARCH AND PROCEDURES
This chapter presents a discussion of the methods of research used,
population and sampling, research instrument, data gathering, scoring
interpretation and statistical treatment.
Methods of Research Used
The study ulized the descriptive research design that utilized two sets
of researcher-made questionnaire-checklists. Descriptive method of
investigation was applied in describing the profile of the teacher-respondents
in terms of their gender, age, highest educational attainment, length of
service, and position title. The descriptive research with the use of
questionnaire checklist will also determine the differentiation of instructions
with the use of blended learning matching the learning styles of the grades six
learner-respondents.
The study utilized a 5-point scale with mean ranges and corresponding
verbal interpretation to describe the responses of the two groups of
respondents.
48
The study also utilized documentary analysis to gather data on the
academic performance of grade six learners based on their third grading
average grade.
Population and Sampling
The study considered all or one hundred percent of grade six teachers
and the one hundred (100) randomly selected grade six learners.
Table 1 presents the distribution of the respondents.
Table 1
Distribution of the Respondents
Sample Size of 100% of Grade Six

Respondents
Grade Six Learners Teachers
Grade 6 100
Total 100
Research Instrument
The researcher employed two sets of researcher-made questionnaire-
checklist intended for teacher-respondents and for grade six learners. The firs
49
set of instrument was composed of two parts; the first part gathered their
profile in terms of gender, age, highest educational attainment, length of
service, and position title; while the second and last part gathered data on how
the teacher-respondents perceived the opportunity of differentiating
instructions in blended learning with respect to learner engagement,
motivation, learning experience, and interest. The second set of instrument
was also composed of two parts; the first part classified them based on the
learning styles such as visual, aural, kinesthetic, the combination of any of the
learning styles, and the combination of the three learning styles; while the
second part gathered data on how the grade six learners described the
suitability of blended distance learning modality to their respective learning
styles.
Moreover, the study also employed documentary analysis by inspecting
documents or report cards of the grade six learners to gather data about their
academic performance based on their third grading average grade.
Scoring and Interpretation

50
To interpret how the teacher-respondents perceived the opportunity of
differentiating instructions in blended learning with respect to the different
aspects, the following scale is used:
Scale Range Verbal Interpretation
5 4.20 – 5.00 A Best Opportunity
4 3.40 – 4.19 A Better Opportunity
3 2.60 – 3.39 A Fair Opportunity
2 1.80 – 2.59 Somehow An Opportunity
1 1.00 – 1.79 Not At All
To interpret how the grade six learners described the suitability of
blended distance learning modality to their respective learning styles, the
following mean score ranges is used:
Scale Range Verbal Interpretation
5 4.20 – 5.00 Very Much Suitable

51
4 3.40 – 4.19 Much Suitable
3 2.60 – 3.39 Suitable
2 1.80 – 2.59 Less Suitable
1 1.00 – 1.79 Not Suitable
To interpret the academic performance of the grade six learners during
the third grading period as revealed by their average grade, the following
scale is used:
Percentile Rating Verbal Interpretation
95% and above Excellent
89% - 94.99% Very Good
83% - 88.99% Good
77% - 82.99% Fair

52
76% and below Needs Improvement
Data Gathering Procedure
The following procedures were undertaken by the researcher in the
conduct of her study:
In the conduct of the study, the researcher came up with the
conceptualization of research problem. It was followed by reading several
researches in order to come up with the development of Chapters 1, 2 and 3 of
the study. Permission from the concerned authorities for the conduct of the
study was then secured by the researcher. The administration of
questionnaire-checklist for grades six teachers was firs administered then the
retrieval of the instrument was done after three days. Then the administration
of questionnaire-checklist for grade six learners followed and was also
retrieved after three days. Then the researcher sought the assistance of the
school principal and the advisers of grade six learners to gather their third
grading average grade through documentation of their report card. After the
administration of the research instrument the data gathered were tabulated,
analyzed and interpreted using appropriate statistical tools. The researcher

53
then developed chapter 4 and 5 which followed by final oral defense. All
suggestions and comments were considered in the revisions of chapters 1-5.
After the final approval the book was reproduced and hard bounded and
distributed to different concern authorities.
Statistical Treatment of Data
The data were tallied and tabulated by the researcher using the
following statistical treatment:
Frequency, Percentage and Rank Distribution. These were used to
determine the (SOP# 1) the profile of the teacher-respondents in terms of
their gender, age, highest educational attainment, length of service, and
position title, and how (SOP# 4) he grade six learners described the suitability
of blended distance learning modality such as visual, aural, kinesthetic,
combination of any other two learning styles, and combination of the three
learning styles.
Formula for Percentage:
P = f / N x 100
54
Where:
P = Percentage
f = frequency
N = total number of respondents
Weighted Mean. This is used to determine how (SOP #2) the
respondents perceived the opportunity of differentiating instructions in
blended learning with respect to learner engagement, motivation, learning
experience, and interest and, how (SOP# 5) the grade six learners described
the suitability of blended distance learning modality to their respective
learning styles.
Formula for Mean:
Where: ∑ = the sum of
W = weights
55
X = the value
One Way Analysis of Variance (ANOVA). This is used to determine
the (SOP# 3) significant difference on how the respondents perceived the
opportunity of differentiating instructions in blended learning with respect to
the different aspects when they were grouped according to their profile.
Formula for One Way Analysis of Variance:
F – Ratio
F= MSb
MSw
Where:
Msb = Mean Squares of between groups

56
MSw = Mean Squares of within groups
Mean Squares (MS)
a. MSb = SSb b. MSw = SSw

df df
Where:
SSb = Sum of Squares of between groups
SSw = Sum of Squares of within groups
df = degrees of Freedom
Degrees of Freedom
a. between groups = k – 1
b. within groups = Nt – k
Where:
k = number of groups
Nt = total number of respondents

57
Mean and Standard Deviation. These were used to determine the
(SOP# 7) academic performance of the grade six learners during the third
grading period as revealed by their average grade.
Formula for Standard Deviation:
Where:
n = the number of data points
x = the mean of the x1
x1 = each of the values of the data
Pearson r. This was used to determine the (SOP# 8) significant
correlation between the academic performance of the grade six learners and
their learning styles, and the (SOP# 9) significant correlation between the
academic performance and how they described the suitability of blended
distance learning modality to their respective learning style.
Formula for Pearson r:

58
Where:
N = number of pairs in scores
∑xy = sum of products of paired scores
∑x = sum of x scores
∑y = sum of y scores
Questionnaire Checklist
Effects of Differentiated Instruction in relation to Student Performance

in Selected Schools in Taytay District, Division of Rizal as a basis for a
proposed action plan.
For Teacher-Respondents
Part I: Profile
Gender: Male ( ) Female ( )
Age: 50 years old and above ( )

45 – 49 years old ( )
40 – 44 years old ( )
35 – 39 years old ( )
30 – 34 years old ( )
25 – 29 years old ( )
59
below 25 years old ( )
Highest Educational Attainment: Doctoral Degree Holder ( )

w/ Units in Doctoral ( )
Master’s Degree Holder ( )
w/ Units in Master’s ( )
Bachelor’s Degree Holder ( )
Length of Service: 15 years and above ( )

10 to 14 years ( )
5 to 9 years ( )
1 to 4 years ( )
Below 1 year ( )
Position Title: Master Teacher II ( )

Master Teacher I ( )
Teacher III ( )
Teacher II ( )
Teacher I ( )
Part II: Effect of Differentiating Instructions
Directions: Please rate your perceptions about the effects of differentiated

instructions in blended learning using the given scale below:
Scale Verbal Interpretation
5 A Best Opportunity
4 A Better Opportunity
3 A Fair Opportunity
60
2 Somehow An Opportunity
1 Not At All
Learning Engagement 5 4 3 2 1
1 Allowing learners to actively practice what

they've learned from lecture components.
2 It allows learners to learn in their own ways

and at their own pace.
3 It grants more flexibility and creativity for

teachers.
4 Teachers can customize the specific content

a student consumes to align with that
learner’s understanding.
5 Teachers can change how material is

delivered to best appeal to a student’s
preferred learning style.
Motivation 5 4 3 2 1
1 Teachers can foster an ethos of participation.
2 Can easily device activities that will elicit

participation of learners.
3 The content of the lesson can be made easily

more relevant and engaging, the learners will
find learning relaxed and simple.
4 Teachers can use a variety of learner-active

61
teaching activities.
5 Can maintain the high levels of energy and

enthusiasm of the learner with varied
instructions suit to them.
Learning Experience 5 4 3 2 1
1 Addressing learner deficiencies in both

speed and depth.
2 Helping learners understand their studies

more proficiently.
3 Assuming varied learning needs to

accommodate for the various ways learner
master course material.
4 It helps educators connect with different

learning styles.
5 This is a method that breaks learning into

chunks.
Interest 5 4 3 2 1
1 Flashy presentations, humor and games can

attract their interest, and this will allow the
teacher to tap into the cognitive need of the
learner to make sense of the world.
2 The use of different instructions that will

align to the interest of learners.
3 Can create varied lessons and activities that

every learner wants to engage in.
62
4 Can give the leaners the option of several

different modes that will interest them.
5 In differentiating instructions, the learners

will be seeing information in a way they find
interesting.
4. What is the academic performance of the grade six learners during the
school year 2021-2022
___________90-100 Outstanding
__________ 88-90 Very Satisfactory
__________80-84 Satisfactory
__________75-79 Fairly Satisfactory
__________74 and below Did not meet expectation

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GREENVILLE COLLEGE

SCHOOL OF GRADUATE STUDIES

EFFECTS OF DIFFERENTIATED INSTRUCTION IN RELATION TO

THE PROBLEM AND ITS BACKGROUND

Education is a life-long process and a means of preparing for the future.

It enables an individual to maximize his or her potential by preparing them to

future. Educators regard education as a primary means available to encourage

a deeper and more harmonious type of human growth, thereby reducing

poverty, ignorance, oppression, and war in today's fast-paced world propelled

by an explosion of knowledge. Because education is the foundation of

contemporary human civilization, it is always a top priority for governments

to provide high-quality education to its citizens.

classified as learning styles. To learn, everyone has a variety of learning

styles. Multiple learning styles are a relatively recent method to learning.

The concept of “learning styles” has been overwhelmingly embraced

by educators worldwide. Studies show that an estimated 89% of teachers

believe in matching instruction to a student’s preferred learning style. It’s true

such as processing language or visual-spatial stimuli. People can also have

preferences in the way they receive information.

Blended learning is a term which has gained prominence in education

COVID-19 pandemic. Put simply, blended learning is typically a delivery

method of education which combines face-to-face delivery with technology-

powered online learning.

The COVID-19 situation has affected many aspects of education such

as teaching, learning, assessments and student support, and blended learning

themselves urgently seeking solutions to the challenges around adhering to

The problem with COVID-19 has had an impact on many parts of

education, including teaching, learning, assessments, and student support, and

universities are scrambling to find solutions to the issues of maintaining social

Despite the difficulties, the current circumstance presents a chance for

if it means stepping outside of their comfort zones. This is where blended

On a broader scale, this unavoidably results in a decrease in the number of

pupils on site at any given time.

Background of the Study

All students learn at a different pace, and it is important to differentiate

instruction to address their individual needs. Educators are realizing that

blended learning may be the answer to addressing these differences

The big reason that differentiation is essential is that it works. It

levels while still providing growth opportunities. It works because it is

student-centered; educators use various assessments to understand individual

engaging, relevant, and appropriate. Maintaining an effective learning

environment within new teaching realities is a challenge, but not an

impossible one. Consider taking this challenge head-on by developing

understanding of the many positive reasons for using blended learning

resources for differentiating instruction for all students because it works in

Learning styles of pupils vary among individual students and group of

students. However, patterns of repetitive and consistent learning behavior in

actively involved in verbalizing thoughts, while others prefer hands-on-

experiences. An individual’s learning style is the way he or she concentrates

on processes, internalizes and remembers new and difficult academic

information or skills. Individual’s approach learning differently due to

differences in their learning styles. A person’s approach to learning is a

the learning environment.

The teachers, being the focal figure in education, must be competent

Good teaching is a very personal manner. Effective teaching is concerned

must recognize individual differences among his/her students and adjust

instructions that best suit to the learners.

In the researcher’s experience blended learning is a great opportunity

that occurred during a pandemic. Because it is a combination of online and

modular learning modalities, it really becomes easy to personalize the

who are interested in the written type of learning.

Due to the flexibility of blended learning, it is possible to be a way to