Differentiated Instruction

DIFFERENTIATED INSTRUCTION IN A MATHEMATICS CLASSROOM IN
RELATION TO DIVERSE LEARNING STYLE
A Thesis
Presented to the Faculty of
College of Teacher Education
Batangas State University
Rosario Campus
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in Mathematics
By:
Jolina B. Atienza
Eunice C. De Castro
Angeline A. Dimaunahan
March 2024
vi
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES vii
LIST OF FIGURES viii
I. THE PROBLEM
Introduction 1
Statement of the Problem 4
Hypothesis of the Study 4
Scope, Delimitation and Limitation of the Study 5
Significance of the Study 6
II. REVIEW OF LITERATURE
Conceptual Literature 8
Research Literature 26
Theoretical Framework 33
Conceptual Framework 36
Definition of Terms 39
III. RESEARCH METHODOLOGY
Research Design 41
Respondents/Participants/Subjects/None of the Study 42
Data Gathering Instrument 43
Data Gathering Procedure 45
Statistical Treatment of Data 46
Ethical Considerations 46
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA 48
IV. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 67
Conclusions 68
Recommendations 68
BIBLIOGRAPHY
APPENDICES
BIOGRAPHIC SKETCH
vii
LIST OF TABLES
Table No. Title Page
1 Number of Grade 11 Students in Alupay Integrated National

High School 43
2 Scoring and Interpretation 45
3 Grading and Interpretation 45
4 Performance in General Mathematics 48
5 Effectiveness of the Differentiated Instruction in Mathematics

in terms of Content 50

in terms of Process 53

in terms of Product 56

in terms of Learning Environment 60
9 Significant Relationship between Student Performance and their

Evaluation on the Effectiveness of Differentiated Instruction in
Teaching Mathematics 64
viii
LIST OF FIGURES
Figure No. Title Page
1 Theoretical Diagram of the Tomlinson’s Model 33

for Differentiated Instruction
2 Research Paradigm of Differentiated Instruction 38

in a Mathematics Classroom in Relation to
Students Diverse Learning Styles
Chapter I
THE PROBLEM
Introduction
Math is a vital component of living in the modern age. The world could not move
even a single time without mathematics, making it the mother of all creations. As the
language of science, technology, medicine, and engineering, mathematics has a profound
impact on our daily lives. People can recognize connections, understand patterns, and
anticipate the future through mathematics. Everything is built on it, including the internet,
the manufacturing of food, buildings, roads, and even hospitals. Although it might be
difficult, math can also be rewarding. People can better understand the world by
becoming mathematically literate.
Mathematics is a core subject that is essential for students’ academic and career
success. However, we never deny that it is considered to be one of the most challenging
and hardest subjects of all by many students. This holds true in any part, as many students
struggle with learning mathematics due to various factors. It includes attention
difficulties, learning gaps from math classes, a lack of patience and interest, and more.
Not all students are capable of learning by sitting in their chairs while listening to the
discussion of the teacher. Some of them may learn through the use of visuals; some may
prefer learning either through auditory means or by reading or writing; and others may
learn by doing. Since students differ in terms of their preferred learning styles, their
performance in mathematics may differ from each other. Others are perhaps excellent;
some are not. To address this kind of problem, one approach that has been proposed is
differentiated instruction.
2
Differentiated instruction is a teaching theory based on the premise that
instructional approaches should vary and be adapted in relation to individual and diverse
learning styles. However, differentiated instruction in mathematics is the practice of
tailoring teaching methods and content to the unique needs and abilities of students in a
math classroom. Within this approach, teachers will recognize that every student has
diverse learning styles and levels of math proficiency. From this, teachers are able to
provide localized instructions that support the student’s growth and success. Furthermore,
in Tomlinson’s model, differentiated math instruction is a teaching strategy that
customizes the subject matter, learning environment, and final product to each student's
unique needs. In general, differentiated instruction is a strategy, set of approaches,
methods, and modifications that teachers may use in order to connect with a variety of
students. In addition, differentiated instruction in the mathematics classroom is crucial.
According to Walker (2023), differentiated instruction in the math classroom is crucial
for addressing the diverse needs, learning styles, and abilities of all students. By adapting
Tomlinson's differentiated instruction model, which includes the content, processes,
products, and learning environments to meet the diverse needs of learners, educators can
empower every student to reach their full potential in mathematics.
As students have differences in terms of learning styles, the effect of
differentiated instruction may differ from one another. However, as a whole, if those
differentiated instructions are structured correctly, they could be effective for every
student. Also, it can be a way to diagnose the needs of individual students and make
accommodations in the classroom to meet their needs. Having students with diverse
preferred learning styles while differentiated instructions have been implemented in the
same space will help everyone learn from each other and broaden their world. Research
from Burns and Martin (2013) supports the use of differentiated instruction, showing its
positive impact on motivation, engagement, and achievement in mathematics. By
implementing this approach, instructors can create a supportive and inclusive learning
environment that promotes deeper mathematical understanding and equips students with
valuable problem-solving skills.
Moreover, the study aims to carefully explore the effectiveness of differentiated
instruction in a mathematics classroom in relation to the diverse learning styles of grade
11 students at Alupay Integrated National High School. The existence of differentiated
instruction signifies a critical gap in the current educational approach. Many studies
found that although this well-known approach has been introduced to most educational
institutions, there are still challenges that hamper its implementation. Teachers are still
left with many doubts about how differentiated instruction should be incorporated in the
classroom and how potential challenges could be overcome. This particular school was
implementing differentiated instruction in their teaching and dealt with the various
learning styles of the students; thus, the chance to investigate and explore the
effectiveness of differentiated instruction is noticeable. Additionally, the researchers
found a methodological gap related to exploring the effectiveness of differentiated
instruction on the diverse learning styles of the students. Although there might be some
studies on the topic, existing research methods might not be appropriate to explore the
complex relationship between differentiated instruction and students’ performance in
mathematics. Through conducting this research, the researchers aim to bridge this gap
effectively. The goal of this study is to propose a learning packet to enhance the learning
styles of the students. 4
Statement of the Problem
The study aims to explore the effectiveness of differentiated instruction in general
mathematics in relation to diverse learning style of the Grade 11 students from Alupay
Integrated National High School for the school year 2023-2024.
Specifically, it seeks to answer the following questions:
1. What is the performance of the student- respondents in General Mathematics in
terms of grades?
2. What is the effectiveness of the differentiated instruction in Mathematics to
student-respondents in terms of:
2.1 content;
2.2 process;
2.3 product; and
2.4 learning environment?
3. Is there a significant relationship between student performance and their
evaluation of the effectiveness of differentiated instruction in teaching Mathematics?
4. What proposed learning packet in Mathematics would the researchers develop
to effectively enhance the learning styles of the students?
Hypothesis of the Study
The study will test the hypothesis given below:
Ho: There is no significant relationship between student performance and their evaluation
of the effectiveness of differentiated instruction in teaching mathematics.

5
Scope, Delimitation and Limitation of the Study
The research primarily focuses on exploring the effectiveness of differentiated
instruction in a mathematics classroom in relation to the diverse learning styles of
students. Specifically, it aims to identify the performance of the Grade 11 students in
general mathematics and the effectiveness of the differentiated instruction concerning
content, process, product, and learning environment. Further, it aims to identify if there is
a significant relationship between the performance of the students and the effectiveness
of differentiated instruction in teaching general mathematics.
The quantitative study will be use to explore the effectiveness of differentiated
instruction in addressing students' diverse learning styles. The researchers will use the
correlational research design to determine the effectiveness of differentiated instruction.
Quantitative correlational research is a non-experimental type of research that examines
relationships between two or more variables without subjecting any of them to the
researcher’s control or manipulation. It aims to ascertain the strength of a relationship
using statistical information. The data will be obtained using a survey questionnaire. The
statistical treatments used are percentage, frequency, weighted mean, and multiple linear
regression.
The respondents of this study are the selected Grade 11 students from Alupay
Integrated National High School, school year 2023-2024. The respondents have a total of
139 from the four (4) strands such as HUMSS, STEM, ABM, and TVL. Fifty-five (55) of
them are from the two sections of HUMSS, thirty-three (33) of them from the two
sections of STEM, then twenty-eight (28) of them from the ABM strand, and twenty-
three (23) of them from the TVL strand. The researchers will not include any other Grade
level of students as well as the teachers in Alupay Integrated National High School, since,
the study only focuses on the effectiveness of differentiated instruction in a general
mathematics. The research excluded other variables that are not included in the study.
Significance of the Study
The study will be beneficial to the school administrator. It will be a great help to
the administration because this will serve as their guide to identifying the effectiveness of
differentiated instruction in teaching mathematics. Through this study, they can
determine how the students learn using differentiated instructions created by the teacher.
The administrator can utilize this study by identifying different ways of teaching that will
help the students achieve their full potential. Additionally, it will benefit the teachers
because it will broaden their knowledge of how they can use the different differentiated
instructions in teaching mathematics in the classroom. This study will also serve as their
guide to identify the right instruction that they will use in teaching. Then, to the students
of Alupay Integrated National High School. This study will help them be more
productive in a way that students can take advantage of their skills and ability to
contribute in class. The results of the study will help them enhance their learning style so
that they can achieve their full potential in mathematics. Also, this study is beneficial to
the researchers, since this study is a great help for them in their chosen profession. It will
serve as their guide to determine differentiated instructions used in teaching mathematics
that they can use in their future careers. And lastly, to future researchers, where it will
serve as their guide if they conduct the same study. It will help them to be a source of
information and a basis to gain knowledge about the effectiveness of differentiated
instructions in teaching mathematics concerning the students different learning styles.
They can create more effective materials that can enhance the students learning styles and
help them achieve their full potential.

Chapter II
REVIEW OF LITERATURE
This chapter deals with the review of literature and studies closely related to the
present study which was derived from books, internet sources and other reading
materials.
Conceptual Literature
Conceptual literature presents the ideas and concepts related to the topic. It
included the necessary information used by the researchers in order to conceptualize the
ideas related to the study.
Performance in General Mathematics
Alova & Alova (2013), general mathematics is a foundational course that gives
students the core mathematical concepts and abilities they need to succeed in both
everyday life and future study. General mathematics covers a wide range of subjects,
such as algebra, geometry, statistics, and arithmetic. It is essential for both academic
progress and real-world problem-solving. Teachers should use a variety of teaching
strategies that encourage student participation, provide relevant learning experiences, and
give students plenty of chances to apply their mathematical knowledge to real-world
scenarios in order to effectively impart these important mathematical abilities. By
adhering to Alova and Alova's definition, teachers can provide pupils with the
mathematical skills they need to confidently pursue higher education and deal with the
challenges of daily.
9
General mathematics is described as a transformative course that enables students
to understand mathematical concepts and confidently apply them to real-world settings
by the National Council of Teachers of Mathematics (2020). This concept highlights the
importance of a curriculum that engages students in a positive and supportive learning
environment, promotes deep comprehension, and offers plenty of possibilities for study
and application across varied contexts. NCTM emphasizes the value of equal access to
mathematics education for all students, communication, teamwork, mathematical literacy,
numeracy abilities, and technology integration. Teachers who adopt these ideas will be
able to develop a generation of mathematically literate people who can meet the
difficulties and seize the opportunities of the twenty-first century.
The performance of students in general mathematics is a multifaceted result that is
impacted by various elements such as classroom environment, instructional methods,
prior knowledge, and student motivation. Good intrinsic motivation to learn increases a
student's likelihood of success in the subject, and a good foundation in mathematics from
previous grades is a strong predictor of success. Student outcomes are greatly impacted
by the efficacy of teaching strategies, with challenging, relevant, and engaging ways
encouraging greater comprehension and retention. Furthermore, a classroom that is both
encouraging and helpful builds students' self-esteem and motivates them to participate
actively in the material. Teachers can effectively increase student achievement in general
mathematics by addressing these complex elements (OECD, 2013).
Reys et al., (2016) general mathematics should foster the development of
mathematical literacy and numeracy skills in students. While numeracy skills are the
practical talents needed for everyday mathematical tasks like budgeting, measuring
ingredients, and evaluating data, mathematical literacy is the capacity to understand,
interpret, and express mathematical information in many situations. In order to foster
these abilities, teachers should use a variety of teaching strategies, offer chances for
practical experience, and create a safe learning atmosphere where students feel
comfortable taking risks and learning from their failures. Teachers can enable pupils to
develop into competent mathematical thinkers and problem solvers by putting these ideas
into practice.
Performance in general mathematics is defined by the Philippine Department of
Education (DepEd) as pupils' capacity to understand mathematical ideas and use
mathematical techniques to solve problems. Students are expected to demonstrate
proficiency in arithmetic, algebra, geometry, and statistics, and the DepEd evaluates their
work using written exams, performance tasks, and quarterly evaluations. Success in
education, the workforce, and everyday life depends on having a solid foundation in
general mathematics, and the DepEd is dedicated to giving every student the chance to
acquire these abilities (DepEd, 2022).
Differentiated Instruction
Differentiated Instruction (DI) is an approach that promotes personalized learning
in mixed-ability classrooms. It recognizes the diverse needs of students and tailors’
instruction to optimize their success. DI is effective for all students, but it can be
particularly advantageous for high-achieving students, (Yuen et al., 2018). Differentiated
Instruction (DI) offers a powerful framework to enhance learning outcomes for all
students. By implementing strategies such as flexible grouping, varied instructional

materials, personalized assessments, and incorporating student interests, educators can
create an inclusive and engaging learning environment. 11
Differentiated instruction is an approach that recognizes and celebrates the
uniqueness of each learner, creating a supportive and inclusive learning environment.
Differentiated instruction is an approach that recognizes and celebrates the uniqueness of
each learner, creating a supportive and inclusive learning environment. Within the realm
of education, differentiation encompasses a range of practices, including differentiated
instruction. It recognizes that students have varying readiness levels, interests, and
learning profiles. While differentiated instruction focuses on adapting instruction during
lessons, differentiation also includes student assessment, evaluation, philosophical
perspectives, and more (Maulana, 2019).
Differentiated instruction (DI) refers to strategies and techniques used to meet the
diverse learning needs of students. Instructional practices such as tiered tasks, scaffolds,
and adaptive learning materials, as well as organizational structures like within-class
grouping arrangements, can help teachers provide meaningful learning experiences for all
students (Deunk et al., 2018; Puzio et al., 2020; Smale-Jacobse et al., 2019; Tomlinson,
2014). Teachers can use different methods of grouping to promote collaboration,
socialization, and shared learning experiences. Effective DI teachers are passionate and
dedicated to creating a stimulating and supportive learning environment. They use a
variety of techniques to differentiate instruction and accommodate learners' diverse
needs, helping students to develop essential knowledge, skills, and values.
Bal (2016) looked into differentiated instruction (DI) in mathematics sessions
through tiered instructional practices, including appropriately differentiated worksheets,

activities, and other materials, the study investigated the impact of DI on sixth-grade
students' mathematics achievement compared to a control group taught traditionally.
Teachers have recognized the importance of catering to students' diverse needs and
abilities. By considering students' readiness level and learning styles, we aim to
demonstrate the potential of DI as a means of improving mathematics achievement.
Differentiated instruction can be an effective means of promoting higher levels of
achievement and engagement. By adopting a student-centered approach and catering to
individual students' diverse needs and abilities, teachers can help students achieve their
full potential.
Benjamin (2014) states that differentiated instruction is a broad term that refers to
a variety of classroom practices that accommodate differences in students' learning styles,
interests, prior knowledge, socialization needs, and comfort zones. In order to optimize
lasting learning at the secondary level, a balance must be struck between the content and
competencies required on the required exams and the available pedagogical alternatives.
The standards outline the knowledge and skills that students must possess. Differentiated
instruction practices assist in getting kids there while also teaching them how to learn in a
meaningful way.
Content
By offering the content in several ways, a teacher can differentiate the content. A
teacher might offer a lecture as a podcast and a PDF, for example. This enables students
to access the content in accordance with their learning preferences (e.g., are they aural or
visual learners?). Additionally, the teacher might offer additional sources for
reinforcement to assist students who are having trouble understanding the content by
incorporating a vidcast of crucial language or concepts in addition to a screencast
highlighting certain crucial ideas in a lecture. By giving links to online resources that
encourage students to explore deeper into the information, instructors can distinguish for
13
students who are interested in learning even more about the subject (Milman, 2020).
The answer to “what we will teach and learn” is content, which comprises
knowledge pertaining to the subject, principles, philosophies, etc. Teachers typically
differentiate the topic based on the readiness of their students. Depending on the pupils’
skill level, different material or activities are offered. Examples of content differentiation
depending on level include using reading materials at various levels, creating questions or
problems at various levels, and constructing activities or assignments in accordance with
the levels. Additionally, information can be differentiated based on the interests and
learner’s profile. While differentiating content according to learner’s profiles, the
materials organized around the learners’ profile. Teacher’s uses primarily visual,
kinesthetic, or verbal materials. While differentiating content according to the interest,
teachers organized the content based on students’ interest or combined the topic with
students’ “interest areas”. Organizing the team around the topics of music, sport, fashion,
and science depending to the learner’s profile, of differentiation (Kaplan Sayi, 2020)
According to Tomlinson (2017), content provided to students is ultimately what
they will learn from. Teachers must provide high-quality content that will ensure that
students excel in their studies. By using effective content, teachers can provide students
with access to important information, enhancing their learning experience. Content that is
relevant to the students' lives will enhance their learning experience. Content is a
fundamental component of teaching and learning. It is imperative to prepare teachers to
include a variety of content and hone the necessary skills to present effectively. 14
According to Conklin (2015), what students learn is the content. It contains
information about the tools they employ and the subjects the class covers. A nice
example of distinguishing content is the exercise using slave posters. Posters from
various groups were categorized by degree of difficulty. Another illustration would be a
group of students studying the same subject but using various sources to learn about it.
While some groups have more difficult resources from which to gather knowledge, other
groups have resources that are more explicit and easily understood. Not all content is
immediately distinguishable.
With all the demands that today's classroom obligations and expectations for
college and job readiness impose, it makes sense that the majority of teachers feel rushed
and harassed. Teachers should pause and consider what they are asking their kids to do.
The tasks they give the kids will then be more effective and pertinent. In order to provide
gifted kids, the challenge they require, teachers should think about how to make the topic
more difficult to understand.
According to Selbihi (2016), teachers should change the level of difficulty by
using various instructional strategies while teaching content to students who are all at the
same level and studying the same material. Either by varying the complexity of the
information, or by using the same content across the board but varying the activities, are
two options available to teachers. Educators can provide pupils a variety of access points
and comprehension strategies by diversifying their curriculum. Meeting the different
requirements of kids in the classroom requires careful content customization.

Process 15
Tomlinson (2017) states that process describes activities designed to ensure that
students use key skills to make sense of apply and transfer essential knowledge and
understanding. It is a student-centered approach that recognizes and values the diversity
of learners in a classroom. This approach recognizes that students have varying abilities,
interests, and learning styles, and therefore require different instructional strategies to
maximize their potential. This approach not only promotes academic achievement but
also fosters a positive and inclusive learning environment where every student feels
valued and empowered.
By offering several learning activities for the content, a teacher can differentiate
the learning process. For instance, a teacher might advise pupils to respond to questions
in a text, consider a brief case study, or cooperate in small groups or alone to find a
solution to an issue. Here, it’s important to remember that not every student will partake
in the same activity. Instead, depending on their interests, learning styles, or level of
readiness, they will probably have an option or receive multiple assignments. While
“newbies’ to a topic may be asked to complete activities that provide basic, core
knowledge of the content, students with professional experience or background
information on the topic may be guided toward completing advanced tasks (Milman,
2020).
Differentiated instruction could be organized by teachers using heterogeneous
grouping. The division of tasks among the group by students according to their learning
preferences or capacities may result in differentiation of the learning process. As an

alternative, a teacher might offer task separation or assistance based on an evaluation of
learning needs (Coubergs et. al., 2013).
Understanding how students learn and how teachers present the material is a
crucial component of education. Aliakhari and Haghighi (2014) focused on how students'
learning experiences and teachers' instructional strategies affect them. Students can share
ideas and broaden their knowledge through cooperative learning activities by working
with peers. The complexity of activities is gradually increased to guarantee that students
may successfully build on their existing knowledge. 16
The necessity of integrating process and content connections is emphasized by
Tomlinson (2017). Learners are better able to comprehend and use the knowledge they
have acquired by doing this. Learners are better able to internalize and comprehend the
material when procedure and content are related. A potent teaching strategy that enhances
students' learning opportunities is connecting process to material. Integrating method and
content allows teachers to promote profound comprehension, engagement, and the
growth of transferrable abilities, positioning students for success in the twenty-first
century.
Selbihi (2016) asserts that the learning process is crucial in assisting students in
comprehending and internalizing subject matter information. It includes a number of
exercises that encourage participation and learning. Flexible grouping tactics enable
teachers to tailor the learning environment to each student's interests and learning style,
which improves understanding and retention. A dynamic and productive learning
environment can be created by educators employing a variety of instructional strategies
and methods.
Product 17
Products are the means by which students demonstrate and apply what they have
learnt, Tomlinson (2017). Product in differentiated instruction encompasses the
assessments and assignments that students complete to demonstrate their understanding
and skills. The concept of product in differentiated instruction highlights the importance
of offering various options for students to showcase their knowledge and abilities,
allowing them to choose tasks that align with their strengths and interests. Serves as a
means for students to demonstrate their learning in a way that aligns with their strengths,
interests, and different intelligences. The method used by pupils to demonstrate their
knowledge is up to them (Taylor B.K., 2015).
The last stage in adjusting for pupils is differentiating the product. This is possible
when the professors modify the culminating assignments. Students should be encouraged
to reconsider, apply, and build upon what they have already learned by differentiating the
final result. When students differentiate the end result, it should be done entirely
independently, and students should take ownership of what they have learned (Bazler, et.
al., 2019).
In order to show how well students have understood the material covered in the
class, they might differentiate their work by making it more or less complex. Products
based on learning styles or multiple intelligences might be formal (like a report) or
informal (like an interview). Furthermore, less proficient students will be expected to
complete simpler assignments, while more proficient students will turn in work that calls
for more sophisticated activities or more intricate thinking. Offering pupils, a selection of
products, nevertheless, frequently serves as a motivator as well. A student with lesser

ability may desire to join a group or work on a project that is more challenging than what
their teacher could assign them because they are interested in the subject, they want to be
with friends, or for other reasons. This bravery and tenacity would be encouraged in a
well differentiated classroom, and the teacher might be shocked by what the students are
capable of (Blaz, 2016). 18
Authentic products are essential for engaging students and giving lessons a real-
world context. These tools allow students to communicate their concerns and practice
problem-solving techniques, as Heather pointed out in 2013. They do more than simply
summarize knowledge; instead, they synthesize it in a useful way.
Students cannot produce a product in a single class or as the consequence of a
single activity. Instead, it is a comprehensive, authentic evaluation that asks students to
apply, expand upon, or transfer the knowledge they have acquired throughout time. When
students are given difficult problems to solve or challenges to address in a way that
necessitates grasping fundamental concepts, applying knowledge, and using abilities,
tests may exhibit these traits. These qualities are invariably included in well-designed
performance assessments (McTighe et al., 2020; Tomlinson, 2021; Tomlinson & Moon,
2013).
Learning Environment
An important factor in determining a student's level of trust in the teacher, peers,
and the learning process is the learning environment. As a result, the learning
environment must be one in which the teacher views student diversity as both normal and
desired and in which each student feels safe taking the risk of learning. Strong
relationships are developing between students and teachers in the classroom. The value
of differentiation and establishing trusting relationships is highlighted by Tomlinson's
perspective on the learning environment (Tomlinson, 2014). 19
The look, organization and structure of classrooms encourage learning with
attractive colors, effective presentations of student work, solitary and collaborative work
spaces, easy access to materials and supplies, furniture arrangement that focuses on peer
inputs instead of focusing on most teachers, and visible indicators supporting quality
work. Conversely, the physical environment of a classroom can reduce learning by being
barren, black, crowded, focusing on teachers, distracting or restricting (with seating
arrangements that isolate students from each other). However, the more important than
this physical climate is the more intangible emotional climate of the classroom. Students
learn better when they feel safe, respected, involved, challenged, and supported.
Therefore, a learning environment inviting each student to be a complete participant in
the classroom and to be fully supported in the journey is necessary for strong
differentiated education (Tomlinson and Imbeau, 2023).
The learning environment is an important component of the classroom and
includes a number of elements, including the atmosphere, rules, transitions, operations,
furniture, seating, and differentiation techniques. Students can effectively work within
and cooperate with their peers by diversifying the learning environment and classroom
organization, according to Tomlinson (2017). Implement policies and guidelines that
place a high priority on kids' emotional and physical security so they can take chances
and realize their full potential. Encourage an atmosphere that respects and celebrates
individual diversity so that all kids feel a sense of belonging.

20
In a different classroom, learning environments are considered essential to
students' success. Teachers work as consciously and intentionally to maintain a favorable
learning environment as they do in designing and implementing the programmed. In fact,
they see the three elements – environment, curriculum and instruction – as firmly linked.
They also understand that the learning environment affects the emotional needs of
students and this effect also plays a role in cognition and learning. To this end, the
teacher in a different classroom helps students understand that they are welcome and
valued, the teacher knows they can learn what they need, they support them vigorously in
learning, they work together to improve each other's growth, success and failure are
inevitable in the process of learning, classrooms are a safe place for both, and these hard
efforts will lead to visible growth. Classroom routines and processes are also designed to
allow all students to access the necessary information for success (Tomlinson, 2014).
In addition to the four curricular components, altering the learning environment
can help with differentiation. The teacher can change this element to better assist
students. The classroom atmosphere has a crucial role in encouraging student progress.
According to Vargas-Parra (2018), a differentiated learning environment encourages
students to reach their full potential, advance to higher levels of language proficiency,
and enhance their language skills. It also inspires other students in the class to grow and
develop as they observe the growth and accomplishments of their more advanced peers.
Ensure clarity and conciseness in your instructions to students. Consistently,
giving clear directions for activities and assignments is a fundamental skill of instruction
that directly affects classroom management. That skill includes giving clear and concise
directions and checking for students’ understanding of those directions. When directions
are unclear, it’s hard for the students to move forward and succeed. Unsure of what to do,
some students slip into doing nothing or distracting others. Classroom orders suffers. The
learning climate becomes unfocused, even chaotic. Students who are unsure of what to do
can feel lost, detached from the group. That feeling of “everybody else knows what to do,
but I don’t” lessens the student’s sense of belonging and increases classroom
management issues (Barron and Kinney, 2021).
21
Diverse Learning Styles
The term "learning style" describes the process by which the learner organizes,
processes, depicts, and combines this information and stores it in his cognitive source,
then retrieves the information and experiences in the manner that best matches his
communication method (Nuankaew et al., 2019). The idea of learning styles was
developed to assist students recognize and combine information in their minds, as well as
acquire experiences and abilities. Every person has a unique way of perceiving and
processing information. Understanding learning styles can help students effectively
integrate knowledge and develop new skills. Students differ in their methods of receiving
knowledge and thinking.
In addition, learning styles refer to a student's preferred approach to
understanding and retaining information. Factors such as cognitive abilities, personality
traits, and environmental contexts contribute to the development of these individual
learning preferences. Accommodating different learning styles helps educators
personalize instruction, enabling students to comprehend and retain information more

effectively (Aissaoui et al., 2019). Considering diverse learning styles fosters inclusive
classrooms and provides a broader range of perspectives for enriching discussions and
collaborations. Recognizing and nurturing students' unique learning styles promotes
personal growth by allowing them to explore their strengths and areas for improvement.
22
Students have varied preferences when it comes to how they absorb and process
information. University tutors are challenged to deliver instruction that promotes the best
performance for each individual student due to the diversity of individuals' learning
preferences and motivations (Abeysekera et al., 2015). Teachers have been debating
whether the traditional lecture is still acceptable and produces the desired results in light
of these changes and difficulties. New and unique teaching strategies, such blended
learning, have been suggested in response to these changes. This approach caters to
diverse learning preferences and motivations, offering a more personalized educational
experience.
Arzimurodovich (2022) states that learning style is a word that refers to
distinctive cognitive behavior and aids in describing how learners perceive, interact with,
and respond to learning environments. It has been demonstrated that learners are more
comfortable receiving knowledge in an atmosphere that corresponds to their preferred
learning style. Every student in the class has a favorite learning modality, which might be
visual, aural, or kinesthetic. Some learners are multimodal, which is a blend of all of the
modes listed above.
Learning styles are connected to intelligent traits that promote adaptability in the
e-learning system. In an adaptive learning environment, learners’ preferences and needs
are taken into account to offer them a personalized learning experience. This not only
boosts their motivation to participate but also improves their learning performance
(Troussas C. et al 2020).
Learning Packet 23
Smith and Ragan (2013), the conventional interpretation of learning packets as
"self-contained, self-paced instructional units" is excessively restrictive. They believe that
this new definition of learning packets is more in line with the requirements of 21st-
century learners. Instead, they propose a new definition that places more emphasis on the
value of learner autonomy and exploration: "A self-directed learning experience that is
designed to provide learners with the opportunity to explore a topic in depth and at their
own pace." They contend that since students are more driven and self-directed than ever,
learning materials ought to be created with this in mind, giving them the chance to be in
control of their own education. The author's definition of learning packets has been met
with mixed reactions. According to some instructors, it is overly general and offers little
direction for creating learning packets that are effective. Others feel that it represents how
learners use learning packets more accurately and makes a significant addition to the field
of learning packets. Whatever the outcome, a conversation regarding the future of
learning has been spurred by Smith and Ragan's definition. The significance of learner
autonomy and exploration must be kept in mind as educators continue to investigate the
possibilities of learning packs.
Jones and Powers (2014) developed a comprehensive framework for designing
learning packets that is grounded in the principles of adult learning. The significance of
customizing educational experiences to the unique requirements and preferences of adult
learners is emphasized by this framework. The first component is learner motivation,

which says that it's critical to determine the precise objectives and areas of interest of the
students while creating learning materials and to modify the learning experiences
accordingly. If adult learners perceive a connection between the information they are
studying and their personal and professional lives, they are more likely to be interested.
This can be achieved by giving students the opportunity to relate what they are learning
to their personal experiences, case studies, and examples from the real world. The second
is prior experience, which means that in order to minimize duplication and to build upon
the learners' foundation, it is crucial to evaluate the learners' prior knowledge and skills
while creating learning packets. This entails offering several routes through the course
content so that students can select the appropriate degree of difficulty. Through
experiential learning, students can put their knowledge and abilities to use in practical
settings. Then, learning styles indicate that adult learners have different preferences for
how they receive and process information. It's crucial to take a variety of learning styles
into account when creating instructional materials. This entails using a range of teaching
strategies, including tactile, auditory, and visual exercises. And last, individualized
instruction is a key principle of adult learning. It entails offering educational
opportunities that are customized to meet the unique requirements and interests of every
student. Offering flexible learning alternatives, promoting self-directed learning, and
giving individualized feedback are some ways to do this. Therefore, this framework is a
useful resource for creating learning materials that are interesting, successful, and
consistent with adult learning principles. Teachers can design learning experiences that
meet the varied requirements and preferences of adult learners by considering the factors
of learner motivation, prior experience, learning styles, and individualized instruction.

25
Outlined learning packets as a personalized, self-directed learning experience that
gives pupils a range of opportunities to master a subject. They stress that instructional
materials ought to be created with each learner's unique needs in mind. They promote
individualized instruction, foster student ownership of their education, attend to
individual needs and learning preferences, and increase motivation and engagement. It
should also give students the chance to evaluate their own development. But making
excellent, customized learning packets takes a lot of time and work, and it could be
difficult to incorporate them successfully into the curriculum. Teachers should carefully
evaluate this learning strategy's design, implementation, assessment, and support in order
to achieve success (Tomlinson and Allan, 2014).
Johnson (2018) stated that learning packets are a flexible tool that teachers can
use to support students who are having difficulty with particular concepts, provide
enrichment activities, and augment classroom instruction. When used as supplemental
instruction, packets can deepen understanding of the content covered in class, provide
more practice, and reinforce important ideas. Packets can be used as an enrichment tool
to expose students to learning outside of the core curriculum. Through research
assignments, creative projects, and practical experiments, they can help students develop
their critical thinking, problem-solving, and communication skills. Learning packets can
also help students who are having trouble with a certain idea by breaking it down into
small chunks, providing individualized practice, and providing feedback. Through the
proper use of learning packets, teachers may meet the different needs of their students
and help them succeed academically.

Burke and Albert (2020) define learning packets as individualized, self-paced
resources that provide students the freedom to direct their own education. These activity
packs offer a wide variety of tasks that may be customized to meet the needs and
preferences of each learner while encouraging deeper comprehension through motivation
and engagement. Even while creating and executing learning packets takes a lot of work,
their customized nature enables tailored instruction and meets a range of learning
requirements. Though there are obstacles in guaranteeing student involvement and
thorough evaluation, learning packets present a viable method for individualized, self-
guided education.
26
Research Literature
The researchers reviewed the findings of previous studies conducted that were
related to the present study.
The study of Muthomi (2014) focused on determining whether there is difference
in achievement between the students that are exposed to differentiated instruction and
those exposed to conventional instructional approach. The study used a quasi-
experimental design to measure the effectiveness of differentiated instruction on student’s
achievement in mathematics. The respondents of the study involved 374 students, and the
technique used to select the participants is simple random sampling. The findings of this
study demonstrated that implementing differentiated instruction has had a positive impact
on student’s achievement. It revealed that students who were taught using differentiated
instruction performed better than those taught using conventional instructional

approaches. Differentiated instruction is a promising approach for supporting the diverse
needs of all students for it consistently positively affects student achievement.
The study conducted by Gumbo (2019), applying differentiated instruction has an
affirmative contact on student learning and attitudes towards mathematics. This study
focuses on determining the effectiveness of differentiated instruction on mathematics
achievement of the student. To measure the effectiveness of differentiated instruction, the
researcher used a mixed method design, specifically the quantitative and qualitative
research design. The study revealed that applying differentiated instruction in a classroom
makes students transformed into a more interactive and a livelier one. To conclude,
differentiated instruction is shown to be effective in improving student’s performance and
also in enhancing their motivation and engagement.
However, the study conducted by Padmore and Ali (2023) explores the use of
differentiated instruction to facilitate effective teaching and learning. The researcher used
a mixed method design, the quantitative and qualitative research design to explore the
effectiveness of differentiated instruction that facilitated effective teaching and learning.
The study was made up of 125 participants of the Wa Municipality in the Upper West
Region of Ghana, comprising 50 early grade facilitators, 25 upper primary facilitators, 30
Junior High School facilitators, 10 head teachers, 9 school inspection officers, and 1
mathematics coordinator. While the facilitators, head teachers, and school inspection
officers were randomly selected, the mathematics coordinator was purposely sampled
since the Municipality has only one Mathematics coordinator. The instruments used were
a questionnaire and interview for the facilitators, and interviews with the mathematics
coordinator, head teachers, and school inspection officers. The findings of the research
paper revealed that the implementation of differentiated instruction contributes to the
improved academic performance of learners. The researchers indicated that by
implementing this kind of approach, the mathematics learning will be effective and
efficient. 28
Suizo and Mendez (2023) used a quantitative study specifically a quasi-
experimental design to determine the effectiveness of differentiated instructions on the
learning performance in mathematics among grade-four students based on the preferred
learning styles of students at Poo Elementary School in San Vicente, Cateel, Davao
Oriental. The respondents of this study were the sixteen (16) Grade-Four students. The
findings of this research implied that differentiated Mathematics instruction met the
needs of students resulting in greater chance of success, in which it may lead to increased
accomplishment in elementary school, eventually leading to higher achievement in high
school, college, and careers.
In addition, Canque et al., (2021) determines the effectiveness of differentiated
instruction in teaching geometry to JHS students in a public high school in Cebu. To
measure the effectiveness of differentiated instruction, the researchers used a quasi-
experimental method with pre-post-tests control group design. The study involved
seventy-six (76) Junior high school students, where thirty-eight (38) of them belong to
the control group, while the remaining thirty-eight belong to the experimental. Based on
the findings of the study, differentiated instruction as an approach provides positive
outcomes to help improve the student’s mathematical achievement and help develop the
positive attitude of the students in a diverse classroom.

29
Furthermore, the study of Aguhayon et al., (2023) aimed to determine if
differentiated instruction effectively addresses learning gaps concerning mathematical
performance and confidence. To answer this objective, the researchers used a quantitative
research design, particularly the quasi-experimental design. The study employed a
purposive non-random sampling method to select 30 Grade 10 students from Tabon
National High School based on their low academic performance in mathematics from the
previous grading periods, specifically in the class of two teachers. Then, participants
were divided into two groups: the experimental group (15 students) who received
differentiated instruction and the control group (15 students) who did not receive
differentiated instruction to compare the effectiveness of differentiated instruction to
traditional instruction, allowing for a precise evaluation of the intervention’s impact.
This study bared that the differentiated instruction successfully addressed student’s
performance in mathematics and at the same time, it increased the participant’s
confidence when answering fundamental problems. As a result, differentiated teaching
activities in mathematics can boost academic achievement and engagement, where it
helps to prepare students for future success while fostering a positive and inclusive
classroom culture that values individual learning needs and preferences.
Tambaoan and Gaylo (2019) investigate the further effects of differentiated
instruction on senior high school learner’s performance and engagement in Basic
Calculus, specifically, on limits and derivatives. A quasi-experimental pretest-posttest
design was used in the study. It was participated by sixty (60) Grade 11 students in
STEM strand of Bukidnon State University Secondary School, Malaybalay City. As a
result, the findings of the research showed that the use of differentiated instruction had
significantly increased the academic performance and engagement in basic Calculus of
Grade 11 learners. From those differentiated activities that are initiated and incorporated
by the teacher, it gives opportunities for learners to learn better. In addition, the study
revealed that differentiated instruction assists learners to develop the fundamental
knowledge, skills, and understanding in Basic Calculus and aids them in the transfer of
learning. By that, differentiated instruction serves as an effective teaching strategy to
influence learners to be engaged in class cognitively, affectively and behaviorally. 30
In another study conducted by Bal (2016), it focused on assessing the effect of
differentiated teaching approaches in sixth grade mathematics lessons in the algebraic
learning field on student’s academic successes. This study used a mixed method design,
the quantitative and qualitative research design to determine the effect of differentiated
teaching approach on student’s academic successes. The respondents of the study
involved fifty-seven (57) students which chosen randomly. The findings of the study
revealed that the differentiated teaching approach in a sixth-grade algebra lesson
increases student success. Also, students showed positive cognitive and affective
developments. By applying this kind of approach within class, it increases student’s
mathematical thinking and achievement positively.
Moreover, Odicta (2017) ascertains the effects of differentiated instruction on
student's mathematics achievement and critical thinking skills. The quasi-experimental,
specifically the matching-only pre-test-post-test research design, was employed in this
study. The investigation involved 54 purposively chosen Grade 10 high school students,
27 of whom were assigned to the experimental group (differentiated instruction) and the
other 27 to the control group (non-differentiated instruction). The students were

comprehensively match-paired on the basis of their learning styles and multiple
intelligences. Match pairing was done to determine if there was a difference in the effect
of differentiated instruction and non-differentiated instruction between the control and
experimental groups. The research study showed that there was a big leap in the mean
gain in mathematics achievement (low to high) of the differentiated instruction
participants compared to a slight improvement in mathematics achievement (low to
average) of the non-differentiated instruction group. Likewise, the mean gain score of the
differentiated instruction class in critical thinking was shown to be highly better
(developing) than the non-differentiated instruction class's critical thinking level
(emerging thinkers). To conclude, the students who are involved in differentiated
instruction groups have high mathematics achievement and are developing critical
thinking skills, while those students included in non-differentiated groups have average
mathematics achievement and are developing critical thinking skills.
Mulder (2014) investigated the effect of differentiated instruction on student
mathematics achievement in primary school classrooms. To investigate the aim of the
study, the researcher used a quantitative research design. Twenty-four (24) primary
school teachers were participated in the study. They were observed three times by three
observers with the purpose of determining the extent of differentiated instruction to
explore what effect this has on mathematics achievement. The participants were selected
on the basis of non-random sampling. The study showed that the differentiated
instruction has no significant effect on student mathematics achievement. The
relationship between differentiated instruction and mathematics achievement is positive,

which means that the more the teacher differentiates, the higher the mathematics
achievement of the student is.
The study conducted by Newman (2015) used a qualitative research approach,
literature review, and semi-structured interviews with teachers to examine how they
differentiate feedback to respond to student needs. Two participants, selected based on
factors like their belief in differentiated instruction, focus on differentiated feedback,
commitment to differentiated assessment, and experience with differentiated instruction,
were included. The study found that teachers who effectively differentiated feedback led
to increased academic performance, autonomy, critical thinking, character building, and
improved behavior. The findings suggest that teachers need to have diverse experiences
and frameworks to effectively provide feedback.
32
Additionally, the study conducted by Johler and Krumsvik (2022), the aim was to
investigate how primary school teachers in a leading-edge Norwegian primary school use
digital technologies to differentiate instruction in order to promote a more inclusive
learning environment in academically diverse classrooms. This study was conducted
within a large intrinsic case study with a design that follows the principles of an
exploratory sequential mixed-methods design. Seven teachers teaching grades 1 and 5
were observed and interviewed to collect data on their beliefs and practices regarding
differentiation. Afterwards, 20 teachers in the same school answered a survey about
teaching in highly digitalized learning environments. The results suggest that teachers
find a lot of potential and possibilities in using digital technologies to differentiate
instruction and create an inclusive learning environment. However, pupils’ digital

products indicate that they would need more guidance in taking advantage of the
teachers’ intentions and flexible curricula.
Generally, the cited studies about effectiveness of differentiated instruction in a
mathematics classroom was clearly presented. Based on the studies that have reviewed,
implementing differentiated instruction in a Mathematics classroom has been positively
affected to learner’s performance and achievement. It leads them to increase their
confidence and skills such as problem-solving and critical thinking skills towards
Mathematics. However, like the other studies, the present study was done to explore the
effectiveness of differentiated instruction, specifically in a mathematics classroom
concerning the diverse learning styles of students. The present study aimed to create
learning material that will help the students to effectively enhance their learning styles.
33
Theoretical Framework
Theories are formulated to explain, predict, and understand phenomena and
extend existing knowledge within the limits of critical bounding assumptions. The
theoretical framework provides a description of the theory explaining why the research
problem under study existed.

Figure 1
Theoretical Diagram of the Tomlinson`s Model for Differentiated Instruction34
This study is anchored on the differentiated instruction of Tomlinson's model
(2014). Tomlinson’s Model for Differentiated Instruction is a teaching approach that
focuses on recognizing and responding to the diverse learning needs of students. It is
developed by educational researcher and author Carol Ann Tomlinson, which emphasizes
the importance of providing multiple pathways for students to learn and demonstrate their
understanding. The principles that teachers need to consider to effectively implement the
differentiated instruction are content, process, product, and learning environment to suit
the unique needs and abilities of each student. These four elements can help teachers to
differentiate instructions based on student's readiness levels, interests, and learning
profiles. It will serve as a foundation for the study to be more useful in terms of
discussing and expanding knowledge and information about the effectiveness of
differentiated instruction. The researchers obtain a better knowledge of how to use
differentiated instruction effectively with the help of this framework. According to this
framework, there are four elements in which we can differentiate instruction, these are
the content, process, product, and learning environment.
Content. Teachers’ pedagogy or instruction, as well as what students know are
crucial factors that assist with ascertaining specific methods when student’s learning
needs vary in the classroom. Some examples that teachers can used to employ when
delivering content are using reading materials at varying readability levels; putting text
materials on tape; using spelling or vocabulary lists at readiness levels of students;
presenting ideas through both auditory and visual means; using reading buddies. What
students are expected to learn comprises of the “facts, concepts, generalizations or
principles, attitudes, and skills related to the discipline, as well as resources that
epitomize those components” (Banks, 2015, p. 34). Content can also be interpreted as
what students “know, understand, and can do” (Heng & Fernandez, 2016, p. 345). When
teachers analyze the content being taught as well as their students’ needs, they can
determine what students are required to know and what they already should know. When
the model of DI is employed consistently, it illustrates that teachers are aware that
students are to be provided with opportunities to gain knowledge in the way that they
learn best. Gonulal and Loewen (2018) suggested that teachers can differentiate the
content to be learned so that it enhances students’ knowledge acquisition by scaffolding
techniques where some students, such as the gifted, would benefit more from working
independently.
Process. Marshall (2016) expressed the process as the groundwork where
students make meaning of the information, ideas, and skills they have acquired.
According to Eysink et al., (2017), teachers must make sure that the activities selected for
their students to demonstrate their learning are related or connected to the learning
objectives they intend students to accomplish. Yadav (2019), explained that through the
provision of catered activities, students will have the opportunity to work with the
knowledge they are expected to learn, understand as well as the necessary skills that will
assist them with the ability to understand, critically think, and most importantly for them
to apply their knowledge to solving real problems. Nonetheless, the learning’s

differentiation provides pupils with numerous opportunities to demonstrate their
understanding through fostering their comprehension, fostering their cooperation, and by
giving them activities that help students apply their perception and knowledge to real-
world problems. 36
Product. Similar to what students are required to learn and the ways they acquire
the knowledge, it is crucial for teachers to ensure that how learners demonstrate their
understanding be aligned with the lessons or units’ goals. Andrietti and Su (2019)
identified the product of the learning process as the way a student conclusively
demonstrates their learning or understanding; that is what they already know, what they
now understand, and what they can do. Differentiation of products can be done through
the development of themes that offer students multiple ways of learning and that are
aligned with their learning styles. A product can be a variety of things rather than just one
method. In essence, this part of the differentiation process has shown significant gains in
student learning because students have been given a choice on how they demonstrate
their knowledge (Wan, 2017). Finally, additional activities can be utilized that encourage
students to express critical thinking skills using areas of interest and allowing students
opportunities to utilize media or the internet as a medium to demonstrate their knowledge
or understanding.
Learning environment. A classroom or learning environment is a medium that,
if effectively created, affords all students, including the gifted and those with disabilities
or challenges, the ability to support one another in their academic learning. For students
to be academically diverse means that their learning needs vary and can range from gifted
students to those that are academically challenged or experience learning disorders

(Gaitas & Alves-Martins,2017). The teacher has the responsibility to create a positive,
safe, and supportive classroom and this can be achieved by including students in the
process of creating rules, procedures, access to space, time, and resources to assist with
the shaping of an accepting, supportive and differentiated learning environment (Haggis,
2017). According to Wan (2017), a homogenous learning environment is created when
teachers ensure that all activities, strategies, and forms of assessment are modified so that
the diverse needs of all students are met.
Conceptual Framework
The conceptual framework gives the viewpoint of the study. This part of the study
summarizes the whole research by presenting the content briefly. Here are the variables
being studied, particularly differentiated instruction and the performance of the students.
It also contains the process to be followed for data gathering, which includes the
instruments for collecting information. Lastly, it also comprises the material to be
developed. 37
The first part of this paradigm is the input. It covers the student-respondent
performance in general mathematics as well as their evaluation of the effectiveness of
differentiated instruction in teaching Mathematics concerning the content, process,
product, and learning environment. Also, it covers significant relationship between
student performance and their evaluation of the effectiveness of differentiated instruction
in teaching Mathematics.
The second part is the process which presents the data gathering through the use
of validated researchers-made questionnaire. Through this instrument, it enables the
researchers to easily gather the needed information for this study. The questionnaire is
also distributed to the chosen respondents according to the purpose of this study, and they
are expected to answer each item written in the questionnaire.
The third part is the output, which comprises the proposed learning packet to
effectively enhance the student’s learning styles. The researchers will determine the
features of the learning packet they create. Through the analysis and findings, the output
to be proposed is seen as beneficial to enhance the learning styles of the students in order
to achieve the students' full potential.
38
INPUT PROCESS OUTPUT
Performance of
student-respondents
in General
Mathematics
Effectiveness of the
differentiated
instruction in
Mathematics to
student-respondents Proposed learning
in terms of: packet to effectively
Content enhance the student’s
Survey
Product learning styles
Questionnaire
Process and
Figure 2
Research Paradigm of Differentiated Instruction in a Mathematics Classroom in
relation to Students Diverse Learning Styles
39
Definition of Terms
This section involves the definition of the terminologies use in the study. For a
better and clearer understanding of the study, the following terms were defined
conceptually and operationally.
Content. This refers to the lessons or resources that give students access to the
crucial knowledge that teachers want them to learn from a particular area of study
(Tomlinson, 2014). In this study, it is one of the variables that the teacher uses to
differentiate instruction, which entails what students need to learn.
Differentiated Instructions. This is a strategy that can effectively meet the
diverse needs of all students, leading to improved students’ achievement (Parsons et al.,
2018). In this study, it is the pedagogical approach that the teacher uses to accommodate
the students with diverse learning styles.
Diverse Learning Styles. This refers to the various strategies or ways of learning
(Fez Morocco, 2020). In this study, it is the student's ways of learning in order to learn a
lesson taught by a teacher.
Effectiveness. This refers to the achievement of an activity’s desired results
(Makoelle et al., 2023). In this study, it relates to the extent to which differentiated
instruction in a mathematics classroom is successful in causing the diverse learning styles
of the students to learn.
Learning Environment. This is the climate or tone of the classroom (Tomlinson,
2014). In this study, it is one of the variables by which teachers differentiate instruction.
Process. This refers to the actions intended to make sure that students apply,
make sense of, and transfer fundamental information and understanding (Tomlinson,
2014). In this study, it is the activities that the teachers give to the students in order to
master the content of the lesson.
Product. This refers to the means by which students extend and exhibit what they
have learned (Tomlinson, 2014). In this study, it is the result of the understanding and
learning of the students towards the lesson being taught.

Chapter III
RESEARCH METHODOLOGY
This chapter dealt with the method and procedures utilized by the researchers. It
included research design, respondents of the study, data gathering instrument, data
gathering procedures, the questionnaire and statistical treatment of data.
Research Design
This study utilizes the correlational research design to gather the data and
information needed to fulfill this research endeavor. The correlational analysis will be
used in this study since it aims to explore how effective differentiated instruction in a
mathematics classroom affects another variable, which is the diverse learning styles of
the students, particularly in Grade 11. Given this point, according to England et al.
(2022), correlational research design measures two or more variables to see how closely
they are related.
Additionally, a quantitative-correlational design will be used to know the
effectiveness of differentiated instruction through students’ performance in general
mathematics and their evaluation of differentiated instruction strategies based on
Tomlinson model. The researchers apply correlational statistics to measure and describe
the degree of association among variables or set of scores. Quantitative-correlational
research is a non-experimental type of research which involves numerical measurement
of variables and investigation. It entails observing statistical relationship between two
variables in their natural phenomenon (Mbuva, 2023).

42
Moreover, a correlational research design is suitable for this study since it aims to
explore the effectiveness of differentiated instruction in a mathematics classroom in
relation to the students' diverse learning styles. It is used to measure the relationship
between two variables, which are differentiated instruction and the diverse learning styles
of the students. It was appropriate for this study since it would add value to the facts and
draw attention to the crucial information that needed to be provided.
Respondents of the Study
The researchers chose Alupay Integrated National High School as their research
local because they are one of the schools here in Rosario that produces great
professionals. Based on the researcher’s survey, Alupay Integrated National High School
is a very kind school wherein they allow different school to conduct a study even though
they need to have some personal details of the students, like grades. Additionally, Eunice
and Jolina are both products of Alupay Integrated National High School. However, the
researchers seek the participation of the selected Grade 11 students in Alupay Integrated
National High School, school year 2023-2024 as their respondents because they are the
most relevant in the study since they are the only grade level who have the subject of
general mathematics. They have more knowledge and learning experience compared to
lower grade level.
Using the Rao Soft calculator, a sample size of 139 was determined from the total
population of 217 Grade 11 students using a 5% margin of error and 95% confidence
level. The sample size will be calculated by dividing the number of populations in each
section by the total number of populations then multiply by the calculated sample size. A
stratified random sampling will be used for the selection of the respondents from the
indicated sample size. 43
Table 1. Number of Grade11 Students in Alupay Integrated National High School

Grade 11 students Population Sample size
HUMSS – TWAIN 42 27
HUMSS – SHAKESPEARE 43 28
ABM – MASLOW 43 28
TVL – FARADAY 36 23
STEM – AVOGADRO 26 16
STEM – PASTEUR 27 17
TOTAL 217 139
Data Gathering Instrument
The primary tool for collecting data for the study is a survey questionnaire. The
questionnaire draft will be based on the researcher’s observations, readings, and studies.
The questionnaire will be guided by four questions derived from the statement of the
problem. In order to produce a good set of questionnaires, researchers reviewed related
studies relevant to the problem. After a thorough reading, the researchers conceptualized
the draft of the survey questionnaire and presented it to their adviser for improvement.
Construction. Before constructing the questionnaire, the researchers refer to
several resource materials, such as books and online databases. The collected information
from conceptual and research literature will also serve as a guide for the researchers in
formulating various statements or questions to be analyzed and answered by the
respondents. After performing the extensive study, they will draft the initial draft of the
questionnaire. The adviser will hand the draft over for comments and suggestions. After
incorporating the adviser’s suggestions, the researchers finish the final draft of the
questionnaire. The questionnaire will be divided into two sections: the first part will be
about the performance of the student respondents in general mathematics, while the
second part will be about how the students rate the effectiveness of the differentiated
instruction in mathematics concerning the Tomlinson model. 44
Validation. For the purpose of validity, the survey questionnaire will be
presented to some practitioners for enhancement and enrichment of content. Some
professionals in the field, like the research adviser, research instructor, and mathematics
teacher, were given the questionnaire, along with the statement of the problem and the
request for validation. When the instruments are validated and approved by the
professionals, the researchers will develop the second draft based on the validator’s
comments and suggestions. The final draft will be presented to the research adviser and
experts in grammar for accuracy and clarity of directions. Moreover, the researchers will
test 20 students at Rosario Integrated National High School for reliability. The reliability
coefficient for the questionnaire, which is measured using Cronbach’s alpha, is 0.915,
which was interpreted as excellent.
Administration. Upon establishing the validity of the questionnaire, it was made
ready for distribution. Through approval and endorsement, copies of the questionnaire
were administered. The researchers will personally administer the research instrument to
the respondents. Before authorizing the respondents to answer the questionnaire,
researchers will explain the objectives of the study and inform the students regarding the
various statements written in said research instrument. After answering the questionnaire,
the researchers will retrieve the copies personally.
Scoring of responses. The scoring guide presented below will be used to
determine how students rate the effectiveness of the strategies for differentiating
instruction in mathematics concerning the content, process, product, and learning

environment. The researchers will use a Likert scale for the participants' responses, which
were answerable by highly effective, moderately effective, slightly effective, and least
effective. The following indicates the scale given:

45
Table 2. Scoring and Interpretation
Response Scale Mean Score Interpretation
4 3.50 – 4.00 Highly Effective
3 2.50 – 3.49 Moderately Effective
2 1.50 – 2.49 Slightly Effective
1 1.00 – 1.49 Least Effective
The researchers will request the grades in general mathematics of the Grade 11
students at Alupay Integrated National High School. The use of scale below determines
the analysis and interpretation of the results.
Table 3. Grading and Interpretation

Grading Scale Interpretation
90 – 100 Outstanding
86 – 89 Very Satisfactory
80 – 85 Satisfactory
75 – 79 Fairly Satisfactory
Below 75 Did Not Meet Expectations
Source: DepEd Memo No. 8 s. 2015
Data Gathering Procedure
The researchers will first secure the permission of the Office in Charge of Alupay
Integrated National High School to administer the questionnaires to their Grade 11
students. The researchers will approach Alupay Integrated National High School to ask
for permission to conduct the study. The researchers will present a printed statement of
the problem, a questionnaire, and a letter to the OIC to adequately notify her of the
study's purpose. After a thorough evaluation, the researchers will bide their time to see if
the OIC will consent to the study's execution at AINHS. Additionally, the researchers
will ask for a copy of the mathematics grades of the students for the school year 2023–
2024. The survey questionnaire will be distributed by the researchers to the Grade 11
students. After answering the questionnaire, the researchers will categorize the results to
ensure the validity of the results from the instrument. The researchers will seek the
assistance of the statistician for the data analysis and statistical treatment and have
frequent consultations with the designated research adviser. The Data Privacy Act will be
followed by the researchers.
Statistical Treatment of Data
The data that will be collected via the survey questionnaire will be tallied,
analyzed, and interpreted by a statistician using the statistical tools listed below.
Frequency. This will be used to determine the number of respondents in terms of
their performance in general mathematics.
Percentage. This will be used to determine the percentage for each data point.
Weighted Mean. This will be used to determine the evaluation of the respondents
on the effectiveness of differentiated instruction.
Multiple Linear Regression. This will be used to measure the relationships
between the students' performance of the selected Grade 11 students and their evaluation
of the effectiveness of differentiated instruction in general mathematics created by the
teachers at Alupay Integrated National High School.
Ethical Considerations
The researchers will consider some ethical considerations while conducting this
study. First, the researchers will obtain permission from the school authority to conduct a
study on their students and school. Then, the researchers will give the respondents
voluntary participation in the study. The respondents have the freedom to choose whether
or not they want to participate in the study. The researchers informed the respondents
about the study’s purpose, risks, benefits, and procedures. Moreover, all the personal
details of the respondents and the school will be kept confidential. Also, all the data
results that will be collected and conducted will surely be tabulated in a professional
manner. The researchers will record all of the data without any manipulation.
Furthermore, the researchers will ensure that the study will not cause any physical or
psychological harm to respondents.

Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the findings obtained from the data collected and analyzed
using the data collection procedure. The results are carefully examined and discussed.
1. Performance of the Respondents in General Mathematics
You may discuss first the performance of the Respondents in General Mathematics
Sample
Table 4 shows the performance of the respondents in General Mathematics in terms of
their grades.
Table 4. Performance in General Mathematics.

Grades Frequency Percentage Verbal
Interpretation
98 - 100 1 1 You may add this
column
95 - 97 4 3
90 - 94 27 19
86 - 89 37 27
80 - 85 67 48
75 - 79 3 2
74 and below 0 0
Total 139 100
The table shows that during the school year 2023-2024, 67 out of 139 grade 11
students received a grade of 80-85 in General Mathematics, accounting for 48 percent

which obtained the highest frequency; followed by the students received a grade of 86-89
with a frequency of 37 or 27 percent; 27 or 19 percent of the students received a grade of
90-94; 4 or 3 percent of the students received a 95-97 grade; 3 or 2 percent got a 75-79
grade; and the least number of students received a grade of 98-100 with 1 percent. The
data revealed that the majority of the respondents performed satisfactory (how did you
say that that the majority of the respondents performed satisfactory )in General
mathematics during the school year 2023-2024. However, none of the students received a
lower grade which is 74 and below. Moreover, there is one student who consistently earn
grades in the 98-100 range tend to be highly motivated, hardworking individuals with a
genuine passion for learning and a strong aptitude for academic success. This finding
supports the study of Gumbo (2019), applying differentiated instruction has an
affirmative contact on student learning and attitudes towards mathematics. This study
focuses on determining the effectiveness of differentiated instruction on mathematics
achievement of the student. The study revealed that applying differentiated instruction in
a classroom makes students transformed into a more interactive and a livelier one. To
conclude, differentiated instruction is shown to be effective in improving student’s
performance and also in enhancing their motivation and engagement.( Please find other
support to your findings, medyo malayo ito, your support must explain why 48% or most
students got 80-85)
2. Effectiveness of Differentiated Instruction in Mathematics
Discuss about Differentiated Instruction in Mathematics as your intro

In evaluating the effectiveness of differentiated instruction in a mathematics classroom in
relation to student’s diverse learning styles, content, process, product, and learning
environment were determined.
2.1 Content. This refers to the lessons or resources that give students access to
the crucial knowledge that teachers want them to learn from a particular area of study
(Tomlinson, 2014).
Table 5 indicates the effectiveness of differentiated instruction in a mathematics
classroom in terms of content. 50
As a result, table 5 shows the effectiveness of differentiated instruction in a
mathematics classroom in terms of content with a composite mean of 3.31, which means
that it is moderately effective. The findings imply that differentiated instruction in a
mathematics classroom in terms of content is an effective strategy to meet the diverse
needs of all students. According to the study of Selbihi (2016), educators are required to
provide careful content customization, such as providing pupils with a variety of access
points and comprehension strategies, by diversifying the curriculum to meet the different
requirements of kids.
(you may arrange the table in decreasing order of the mean) but you my ask it first
to Maam Marianne if that is allowed, kasi in graduate school ay ganun
Table 5. Effectiveness of the Differentiated Instruction in Mathematics in terms of

Content.
Teachers use differentiated instruction in… Mean Interpretatio
n
1. providing students with choices to enhance the depth of 3.55 Highly
learning. Effective
2. offering additional resources that match students’ current 3.39 Moderately
level of understanding. Effective
3. incorporating ‘hands-on’ activities to help learners grasp 3.50 Highly
new ideas. Effective
4. re-teaching students who require further demonstration of 3.51 Highly
a lesson. Effective
5. exempting students who already demonstrate mastery 2.68 Moderately
from a mathematics lesson or a re-teaching lesson. Effective
6. utilizing various mediums such as texts, computer 3.27 Moderately
programs, tape recordings, and videos to convey key Effective
concepts to diverse learners.
7. applying higher order thinking skills to encourage 3.18 Moderately
thinking about content at multiple levels. Effective
8. employing pre-assessment tools, such as a pre-test, to 3.44 Moderately
determine where students need to begin. Effective
9. providing journals or reflections to monitor students’ 3.30 Moderately
knowledge. Effective
10. using a KWL (Know, Want to Know, and Learned) chart 3.31 Moderately
to monitor students’ progress. Effective
Composite Mean 3.31 Moderately
Effective51
The table reveals that teachers use differentiated instruction in providing students
with choices to enhance the depth of learning and obtained a weighted mean of 3.55,
which is verbally interpreted as highly effective. It can be assumed that providing them
with well-designed choices is a very effective strategy to enhance their depth of learning,
engagement, critical thinking, and knowledge construction. To support this claim, the
study by Deunk et al. (2018), stated that effective DI teachers use a variety of techniques
to differentiate instruction and accommodate learners' diverse needs, helping students to
develop essential knowledge, skills, and values such as tiered tasks, scaffolds, and
adaptive learning materials, as well as organizational structures like within-class
grouping arrangements. Using these different methods and choices can help to promote
collaboration, socialization, and shared learning experiences.
Meanwhile, the second in the rank, with a weighted mean of 3.51, was verbally
interpreted as highly effective in re-teaching students who require further demonstration
of a lesson. It can be inferred that the teachers must recognize the potential readiness
level before proceeding to the next lesson to help them achieve their full potential. It was
supported in This confirms the study of Bal (2016) that by considering student's readiness
level, teachers aim to demonstrate the potential of differentiated instruction as a means of
improving mathematics achievement.
As presented in the table, the third on the rank with a weighted mean of 3.50, and
was verbally interpreted as highly effective is the statement incorporating ‘hands-on’
activities to help learners grasp new ideas. Based on the result, we can assume that
incorporating hands-on activities is very effective for the students, which can lead to
deeper understanding, improved memory, enhanced critical thinking skills, increased
motivation, and catering to diverse learning styles. To support this, the study conducted
by Tomlinson (2017) stated that teachers provide high-quality content that will ensure
they excel in their studies. Incorporating hands-on activities, which are effective content,
can help students enhance their learning experiences. 52

Then, utilizing various mediums such as texts, computer programs, tape
recordings, and videos to convey key concepts to diverse learners has a weighted mean of
3.27 and is verbally interpreted as moderately effective. (Is it the 3rd from the lowest
rank?) please include the rank of this item We can assume that differentiating content
through various mediums, such as the given examples mentioned, can accommodate
learning styles in that it caters to learners with visual, auditory, and kinesthetic
preferences, potentially reducing cognitive load and improving accessibility. It was
demonstrated by the study of Milman (2020) ( not cited in your references) that offering
the content in several ways enables them to access the content in accordance with their
preferences leading to motivate them exploring deeper into the information.

Next, the statement focuses on applying higher-order thinking skills to encourage
thinking about content at multiple levels with a weighted mean of 3.18 and verbally
interpreted as moderately effective. please include the rank of this item Differentiating
content by applying HOTS to encourage multi-level thinking can be an effective
technique for enhancing student learning. Odicta (2017) asserts that those students who
are involved in differentiated instruction groups have high mathematics achievement and
are developing critical thinking skills.
Lastly, exempting students who already demonstrate mastery from a mathematics
lesson or a re-teaching lesson with a weighted mean of 2.68 and verbally interpreted as
moderately effective. please include the rank of this item Exempting students with
mastered skills from lessons or re-teaching sessions can be effective. This kind of
differentiating content can lead to positive outcomes like increased engagement and
improved achievement. It is supported by the study conducted by Aguhayon et al. (2023),
where differentiating instructions in mathematics can boost academic achievement and
engagement. Please find a study which could better support this result
2.2 Process. This refers to the actions intended to make sure that students apply,
make sense of, and transfer fundamental information and understanding (Tomlinson,
2014). 53
classroom in terms of process.

Process.
n
1. offering varying levels of teacher and student support for 3.35 Moderately
a task. Effective
2. allowing students to choose how they express their 3.40 Moderately
understanding. Effective
3. adapting the learning process based on individual student 3.28 Moderately
learning styles. Effective
4. implementing different activities wherein all learners 3.43 Moderately
work on building the same essential understanding and Effective
skills.
5. creating a sense of curiosity that motivates student to 3.37 Moderately
investigate portions of the curriculum. Effective
6. helping students who need extra assistance. 3.51 Highly
Effective
7. providing different types of learning materials for 3.34 Moderately
students with different preferences and readiness levels. Effective
8. offering tasks that accommodate learners that are tactile, 3.37 Moderately
visual, and auditory respectively. Effective
9. creating areas or stations for inquiry-based and 3.29 Moderately
independent activities. Effective
10. utilizing flexible grouping to group and regroup 3.41 Moderately
students, such as according to content, ability, and interests. Effective
Effective
As reflected in table 6, differentiated instruction in a mathematics classroom in
terms of process was moderately effective, with a composite mean of 3.37. The findings
imply that differentiated instruction in a mathematics classroom in terms of process is an
effective way to meet the diverse needs of all learners, leading to positive achievement in
mathematics. It is supported by the study of Muthomi (2014), which highlights that this
approach is a promising one for supporting the diverse needs of all students for it
consistently positively affects student achievement. Page number ata ito 54
It can be gleaned that the first on the rank is the statement that teachers use
differentiated instruction in helping students who need extra assistance with a weighted
mean of 3.51 and was verbally interpreted as highly effective. It could mean that helping
students who need extra assistance is one of the many ways that teachers differentiate the
learning process in the classroom. This can take in many forms, depending on the
individual needs of the students and the specific learning objectives. According to Eysink
et al., (2017), teachers must make sure that the activities selected for their students to
demonstrate their learning are related or connected to the learning objectives they intend
students to accomplish. . Please find a study which could better support this result
The second in the rank, with a weighted mean of 3.43 and being verbally
interpreted as moderately effective, is the statement, implementing different activities
wherein all learners work building the same essential understanding and skills. It
indicates that all learners are working towards the same learning goals, but the path they
take to reach those goals might differ based on their individual needs, interests, and
learning styles. It is supported by the study of Milman (2020), who emphasizes that not
every student will partake in the same activity, instead, it depends upon their interests,
learning styles, or level of readiness. 55
Likewise, utilizing flexible grouping to group and regroup students, such as
according to content, ability, and interests, was the third rank. It has a weighted mean of
3.41 and is verbally interpreted as moderately effective. It indicates that through this way
of differentiating process, teachers can create a dynamic and engaging learning
environment where students work together based on their individual needs. It supports
the idea of Coubergs et al. (2013) agreed, where it is noted that a teacher can use
heterogeneous groupings and might offer task separation or assistance based on an
evaluation of the learning needs of students.
Meanwhile, providing different types of learning materials for students with
different preferences and readiness levels has a weighted mean of 3.34 and was verbally
interpreted as moderately effective.Rank? The findings imply that students have access to
information and activities that meet their individual needs and preferred learning styles.
Milman (2020) claimed that by offering several learning activities for content, a teacher
can differentiate the learning process, where a teacher might advise pupils to respond to
questions in a text, consider a brief case study, or cooperate in small groups or alone to
find a solution to an issue. You may find another study to support this, though somehow
the statement and your support is related… (baka lang may makikita pa kayo na iba pa)
Next, the second-lowest response is the statement that creating areas or stations
for inquiry-based and independent activities obtained a weighted mean of 3.29 and was
verbally interpreted as moderately effective. It can be inferred that this can be a way to
encourage exploration, promote interdependence, and differentiate the learning process of
all students. Yadav (2019) (pakidouble check nyo po lahat ng support Ninyo if nasa
references ha and sa chapter 2) emphasized that learning differentiation provides pupils
with numerous opportunities to demonstrate their understanding by fostering their
comprehension, fostering their cooperation, and giving them activities that help them
apply their perception and knowledge to real-world problems. ( you may find another
study or support, ung mas malapit sana sa inquiry-based and independent activities) 56
Lastly, the statement that got the lowest weighted mean of 3.28 and was verbally
interpreted as moderately effective is the statement that teachers differentiate process by
adapting the learning process based on individual student learning styles. It indicates that
teachers use a variety of strategies to assess the student's needs and adapt the learning
process throughout the lesson. According to the study by Eysink et al. (2017), teachers
must make sure that the activities selected for their students to demonstrate their learning
are related or connected to the learning objectives they intend to accomplish. ( the
support must be about adapting the learning process based on individual student learning
styles)
2.3 Product. Products are the means by which students demonstrate and apply
what they have learnt, Tomlinson (2017).
classroom in terms of product.

Product.
n
1. providing students with a variety of product options to 3.35 Moderately
choose from. Effective
2. assisting students in producing high-quality work of 3.41 Moderately
which they can be proud. Effective
3. allowing students to contribute to the design of products 3.52 Highly
aligned with learning goals and intentions. Effective
4. allowing students to learn at their own pace and in a way 3.38 Moderately
that suits them best. Effective
5. supporting students in developing their creativity and 3.47 Moderately
problem-solving skills. Effective
6. providing product assessments at varying levels of 3.37 Moderately
difficulty to match student’s readiness. Effective
7. enabling the students to transfer the skills acquired in the 3.49 Moderately
real-life situations. Effective
8. attending to students’ individual needs in a caring 3.50 Highly
manner. Effective
9. fostering students’ confidence in their abilities. 3.59 Highly
Effective
10. encouraging students to express what they have learned 3.49 Moderately
in diverse ways. Effective
Effective
Table 7 demonstrates the effectiveness of differentiated instruction in teaching
mathematics in terms of product. The overall composite means of 3.46 strongly indicates
agreement and an interpretation of moderate effectiveness. Differentiated instruction

offers a powerful framework to enhance learning outcomes for all students and meet their
diverse needs. It recognizes and celebrates the uniqueness of each individual, creating an
inclusive education for all. These findings underscore the importance of incorporating
differentiated instruction in the mathematics classroom to enhance the overall learning
experience by accommodating diverse learning styles, individualizing pace, addressing
varied abilities, promoting engagement, fostering inclusivity, and highlighting real-world
applications for mathematical concepts.
The results revealed that teachers used differentiated instruction to foster students’
confidence in their abilities, as evident in the highest weighted mean of 3.59. This
indicates that students who receive differentiated instruction are more likely to feel
confident in their own capabilities. It aligns well with the finding of Aguhayon et al.,
(2023). Their study suggests that differentiated teaching in Mathematics can boost
academic achievement and engagement, thereby enhancing students’ confidence in their
abilities. Moreover, by catering to individual learning needs and preferences,
differentiated teaching activities can help students feel more confident because they are
learning in a way that suits them best.
The statement that allowing students to contribute to the design of products
aligned with learning goals and intentions got a weighted mean of 3.52 and was verbally
interpreted as highly effective. It indicates that students can give valuable insights and
perspectives. As they were involved in designing the educational materials, it will help
them to enhance their engagement in the subject matter. The study of Bal (2016), proved
that with the use of differentiated instruction, the students themselves are involved in the
design of products, and they are more likely to align with their learning goals and
objectives. 58
Then, the statement that attending to students’ individual needs in a caring
manner received a weighted mean of 3.50 and is verbally interpreted as highly effective.
This indicates that whenever an educator focuses on the student's individual needs, the
students tend to be more productive and engaged enough in the subject. This is supported
by the study of Tambaoan and Gaylo (2019), wherein their study shows that
differentiated instruction helps students in their academic performance and engagement
in the subject matter. By catering to individual needs, the students are learning in a way
that suits them best.
Result also showed moderately effective of the respondents in allowing students
to learn at their own pace and in a way that suits them best which got a weighted mean of
3.38. (The result also showed that the respondents were moderately effective in allowing
students to learn at their own pace and in a way that suits them best, which got a
weighted mean of 3.38. ) This means that with the help of differentiated instruction, the
teachers’ teaching methods and materials tend to be better suited for each student's
learning style, pace, and level of understanding. Students are more engaged in the subject
they are interested in. The study of Suizo and Mendez (2023) suggests that differentiated
instruction in mathematics learning meets the needs of students. (the support must be
about allowing students to learn at their own pace and in a way that suits them best)
The statement that providing product assessments at varying levels of difficulty to
match students' readiness, received the second lowest response with a weighted mean of
3.37 and was interpreted as moderately effective. This means that as the assessments
have different levels of difficulty, the students are challenged on which level they can
surpass. This is supported by the study of Blaz (2016). Offering pupils, a selection of
products, nevertheless, frequently serves as a motivator as well. A student with lesser
ability may desire to join a group or work on a project that is more challenging than what
their teacher could assign them because they are interested in the subject, they want to be
with friends, or for other reasons. This bravery and tenacity would be encouraged in a
well-differentiated classroom, and the teacher might be shocked (replace the word
shocked) by what the students are capable of. 59
Other indicators which revealed respondent’s moderately effective in
differentiating instruction in terms of product with the weighted mean of 3.35 is
providing students with a variety of product options to choose from, which received the
lowest response. This indicates that when there is a variety of products or particular
learning materials to choose from, differentiated instruction can increase student
engagement and even motivation. The students are very interested in the activity that
aligns with their interests. This can be supported by Tomlinson (2017), wherein the
concept of product in differentiated instruction highlights the importance of offering
various options for students to showcase their knowledge and abilities, allowing them to
choose tasks that align with their strengths and interests.
2.4 Learning Environment. Learning environment is an important component of
the classroom and includes a number of elements, including the atmosphere, rules,
transitions, operations, furniture, seating, and differentiation techniques. Students can
effectively work within and cooperate with their peers by diversifying the learning
environment and classroom organization, according to Tomlinson (2017).

classroom in terms of the learning environment. 60
As a result of table 8 shows the effectiveness of differentiated instruction on
teaching Mathematics in respect to learning environment, which has a composite mean of
3.50 with a verbal interpretation of highly effective. To support the data, suggests that
Vargas-Parra (2018), a differentiated learning environment encourages students to reach
their full potential, advance to higher levels of language proficiency, and enhance their
language skills. It also inspires other students in the class to grow and develop as they
observe the growth and accomplishments of their more advanced peers.

Learning Environment.
n
1. providing a variety of learning activities and resources 3.50 Highly
that meet students’ individual needs and interests. Effective
2. creating a classroom environment where students feel 3.50 Highly
safe and comfortable taking risks. Effective
3. encouraging students to work with other students at their 3.53 Highly
own pace and learning level. Effective
4. giving students clear and concise instructions for all 3.58 Highly
assignments and activities. Effective
5. accessing a variety of learning spaces in the classroom, 3.42 Moderately
such as individual desks, small group tables, and work Effective
areas.
6. applying the use of technology to make learning more fun 3.39 Moderately
and creative. Effective
7. providing students with regular feedback on their 3.47 Moderately
progress and helping them set goals for their learning. Effective
8. engaging the students in the learning process, making it 3.47 Moderately
exciting and challenging for students to reach their full Effective
potential.
9. allowing students to feel important and appreciated for 3.59 Highly
their contributions in class. Effective
10. ensuring that there are quiet places for students to work 3.58 Highly
alone and spaces for group work in the classroom. Effective
Composite Mean 3.50 Highly
Effective
61
As indicated in the table, the respondents revealed that teachers use differentiated
instruction highly effective in allowing students to feel important and appreciated for
their contributions in class, as evident in the highest weighted mean of 3.59. This implies
that the respondents believe that differentiated instruction is a useful strategy for making
them feel valued and valuable for their participation in class. It could be because it
enables children to work independently, take on challenges, and feel appreciated for their
contributions. This supports the idea of Tomlinson (2014) that the teacher in a different
classroom helps students understand that they are welcome and valued, the teacher knows
they can learn what they need, they support them vigorously in learning, they work
together to improve each other's growth, success and failure are inevitable in the process
of learning, classrooms are a safe place for both, and these hard efforts will lead to visible
growth.
It can also be said that the respondents claimed to be highly effective in giving
students clear and concise instructions for all assignments and activities, which had a
weighted mean of 3.58. Rank? This suggests that the respondents believe that giving
clear and concise instructions in everything they do helps them make the tasks easier and
more accurate. Students also felt prepared and knew what was expected of them, which
can make for a more enjoyable learning environment. To support the data, Barron and
Kinney (2021) stated that giving clear directions for activities and assignments is a
fundamental skill of instruction that directly affects classroom management. That skill
includes giving clear and concise directions and checking for students’ understanding of
those directions. When directions are unclear, it’s hard for the students to move forward
and succeed.
62
The respondents also revealed that they are highly effective in ensuring that there
are quiet places for students to work alone and spaces for group work in the classroom,
which is evident in the weighted mean of 3.58. Rank? This suggests that the teachers' use
of differentiated teaching has been successful in fostering an atmosphere where pupils
can work independently and in groups. The weighted mean results show a generally
positive result, suggesting that the respondents think it is successful and effective to have
quiet sections in the classroom for individual work and areas for group cooperation. This
supports the idea of Tomlinson (2017) that the learning environment is an important
component of the classroom and includes a number of elements, including the
atmosphere, rules, transitions, operations, furniture, seating, and differentiation
techniques. Students can effectively work with and cooperate with their peers by
diversifying the learning environment and classroom organization. Also, encourage an
atmosphere that respects and celebrates individual diversity so that all kids feel a sense of
belonging.
The results also showed the moderately effective of the respondents in providing
students with regular feedback on their progress and helping them set goals for their
learning, which got a weighted mean of 3.47. Rank? This suggests that the respondents
were probably getting feedback on their learning progress, both positive and negative. By
providing feedback and assisting students in creating goals for their academic
achievement, teachers diversify teaching so that each student can demonstrate their full
potential in whatever they do and satisfy their needs. This supports the idea of Newman
(2015) that successfully differentiated feedback led to increased academic performance,
autonomy, critical thinking, character building, and improved behavior.

The table shows how moderately effective teachers differentiate instruction is in
engaging the students in the learning process, making it exciting and challenging for
students to reach their full potential, which has a calculated weighted mean of 3.47. It
suggests that the respondents observed that their teacher actively included them in the
learning process, gave them the freedom to take calculated risks, helped them identify
their strengths and shortcomings, and helped them grow so they could reach their full
potential in the classroom and in real-world situations. According to Tomlinson (2014),
the learning environment must be one in which the teacher views student diversity as
both normal and desired and in which each student feels safe taking the risk of learning.
Find a better support 63
The statement indicating that teachers use differentiated instruction in accessing a
variety of learning spaces in the classroom, such as individual desks, small group tables,
and work areas, has a weighted mean of 3.42 and a verbal interpretation of moderately
effective. Rank? This study revealed that the respondents found it moderately effective
when teachers used differentiated instruction in the classroom. Having personal study
stations and a classroom that fosters a sense of security, encourages taking on challenges
and risks, and permits both solo and collaborative work. These findings support the idea
of Tomlinson and Imbeau (2023), that the look, organization, and structure of classrooms
encourage learning with attractive colors, effective presentations of student work, solitary
and collaborative work spaces, easy access to materials and supplies, furniture
arrangement that focuses on peer inputs instead of focusing on most teachers, and visible
indicators supporting quality work. Conversely, the physical environment of a classroom

can reduce learning by being barren, black, crowded, focusing on teachers, distracting, or
restricting (with seating arrangements that isolate students from each other).
Lastly, the respondents have shown moderately effective in applying the use of
technology to make learning more fun and creative, receiving the lowest weighted mean
of 3.39. In this instance, the respondents' average evaluation indicates that there is room
for improvement in terms of using technology to differentiate instruction. According to
the statement, it's possible that the respondents didn't think technology was a very helpful
tool for encouraging student creativity or participation. (since this item has the lowest
mean, thus this do not support the mentioned study, This is in contrast with the study
of…..These findings support the study of Johler and Krumsvik (2022), the results suggest
that teachers find a lot of potential and possibilities in using digital technologies to
differentiate instruction and create an inclusive learning environment. However, pupils’
digital products indicate that they would need more guidance in taking advantage of the
teachers’ intentions and flexible curricula.
64
3. Significant Relationship between Student Performance in General Mathematics

and their Evaluation of the Effectiveness of Differentiated Instruction in Teaching
Mathematics Concerning the Tomlinson Model
Table 9 shows the results of multiple linear regression analysis on the relationship
between the student’s performance in general mathematics and their evaluation of the
effectiveness of differentiated instruction in teaching mathematics.
Table 9. Significant Relationship between the Student Performance and their

Evaluation on the Effectiveness of Differentiated Instruction in Teaching
Mathematics.
Std. Error t-value p-value Decision on Interpretation
Ho
Content .3000 -.4573 .6482 Failed to Not
Reject Significant
Process .3109 .4389 .6614 Failed to Not
Reject Significant
Product .3166 -.2990 .7654 Failed to Not
Reject Significant
Learning .2586 -.0074 .0467 Reject Significant
Environment
Model Summary: R= .309 R= .095
Regression Model: F= 3.550 p= .008
Table 9 shows the results of multiple linear regression analysis on the relationship
between the student’s performance in general mathematics and their evaluation of the
effectiveness of differentiated instruction in teaching mathematics. The variables such as
content, process, and product have p-values of .6482, .6614, and .7654, respectively,
which are greater than the 0.05 level of significance, then they fail to reject the null
hypothesis and are found to be not significant. However, the variable learning
environment got a p-value of .0467, which is less than the 0.05 level of significance. In
doing so, it rejects the null hypothesis and is found to be significant. 65
Therefore, the null hypothesis is accepted,(we do not ACCEPT the null
hypothesis) and it indicates that content, process, and product do not affect the
performance of the students in general mathematics. Meanwhile, in the variable learning
environment, the null hypothesis is not accepted, which means that the learning
environment affects the performance of the students in general mathematics. These
findings support the study of Mulder (2014) the results showed that differentiated
instruction has no significant effect on students’ mathematics achievement. The
relationship between differentiated instruction and mathematics achievement is positive,
which means that the more the teacher differentiates, the higher the mathematics
achievement of the student is.

4. Proposed Learning Packet in Mathematics to Enhance the Students Learning
Styles
To effectively enhance the students’ learning styles and bring their full potential
to learning general mathematics, the researchers have recognized the importance of
developing a learning packet as the main outcome of the study.
The utilization of a learning packet is expected to bring significant benefits to
students, enabling them to improve, develop, grow as individuals, and become more
motivated in the learning of general mathematics. This packet encompasses different
lessons in general mathematics as well as different activities that are designed to enhance
and improve the learning styles of the students. Burke and Albert (2020) support this
approach, highlighting learning packets as individualized, self-paced resources that
provide students the freedom to direct their own education. These activity packs offer a
wide variety of tasks that may be customized to meet the needs and preferences of each
learner while encouraging deeper comprehension through motivation and engagement.

66
By incorporating the learning packet into the curriculum, the researchers aim to
cultivate effective and positive learning outcomes and promote students’ engagement and
active participation in learning different general mathematics concepts.

Chapter V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter exhibits a comprehensive summary of findings, conclusions based on
the obtained results, and recommendations drawn from the conclusions.
Summary
The purpose of this study is to explore the effectiveness of differentiated
instruction in a mathematics classroom in relation to the diverse learning styles of the
grade 11 students at Alupay Integrated National High School for the school year 2023-
2024. The specific objectives were to assess the performance of the grade 11 students in
general mathematics and evaluate the effectiveness of differentiated instruction in
teaching mathematics in terms of content, process, product, and learning environment.
Additionally, the study aimed to determine the relationship between students’
performance and their evaluation of the effectiveness of differentiated instruction in
teaching mathematics. The ultimate goal was to develop a learning packet that would
help the students enhance their learning style and develop positive learning outcomes for
learning mathematics.
To gather the necessary data, the researchers employed a quantitative
correlational research design. The primary data collection tool was a survey questionnaire
distributed to a sample of 139 grade 11 students at Alupay Integrated National High
School. A stratified random sampling was used for the selection of the respondents from
the indicated sample size. Also, the survey questionnaire was given to some professionals
in the field of research and mathematics, like the research adviser, research instructor,
and a mathematics teacher’s outside BatStateU-Rosario Campus. After the instrument

was approved by the professionals, the researchers tested the 20 students at Rosario
Integrated National High School for reliability, which resulted in 0.915. Moreover, the
gathered data were interpreted and analyzed using statistical measures such as frequency,
percentage, weighted mean, and multiple linear regression.
Conclusions
Based on the obtained results, the researchers, therefore, concluded that:
1. The majority of the students achieved a grade of 80–85, indicating satisfactory
performance in general mathematics. The grade 11 students have a satisfactory
performance in general mathematics. It is noteworthy that none of the students received
a grade of 74 or below.
2. The effectiveness of differentiated instruction in teaching mathematics was
assessed as moderately effective in terms of content, process, and product. However, in
terms of the learning environment, it was deemed to be highly effective. The
differentiated instruction in teaching mathematics in terms of content, process, and
product are moderately effective. However, differentiated instruction in terms of learning
environment is highly effective.
3. It is revealed in the study that there was no significant relationship between the
students’ performance in general mathematics and their evaluation of the effectiveness of
differentiated instruction in teaching mathematics. The students’ performance in general
mathematics has no significant relationship with their evaluation of the effectiveness of
differentiated instruction in teaching mathematics.
4. The researchers provided a learning packet that would enhance the students
learning styles and positive learning outcomes in general mathematics. The learning
packet may assist the students in enhancing their learning styles and in developing
positive learning outcomes in general mathematics.
Recommendations
Based on the findings and conclusions, the following recommendations are
presented.
1. The provided learning packet and the study may help teachers of general
mathematics to develop positive learning outcomes in teaching the subject and enhance
the learning style of the students to develop their engagement and active participation in
learning different general mathematics concepts and achieve their full potential in
learning. 69
2. Grade 11 students may utilize this packet to better adapt to and comprehend the
true purpose of differentiating instruction in learning. Suggested recommendation for no.
2. The learning packet prepared by the researchers may be subject for evaluation for
possible classroom utilization by the grade 11 General Mathematics students to enhance
their learning style and develop positive learning outcomes for learning mathematics.
3. The findings of the study can be used to improve the curriculum and offer
better activities that enhance students’ performance.
4. The researchers may utilize this study to gain new knowledge and understand
the variables that appear to be the best indicators of differentiating instruction in a
mathematics classroom. (pwede nyo na itong pagsamahin into) The findings of the study
may be used to enhance the differentiated instruction in teaching mathematics.

5. The study’s findings can serve as a valuable resource for future researchers,
aiding them in conducting more comprehensive studies and enriching their related
research. Suggested recommendation for no. 5. A similar study may be conducted to
further enhance the mathematics performance of the students.
REFERENCES
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped
classroom: Definition, rationale and a call for research. Higher Education Research &
Development, 34(1), 1–14
Aguhayon, H.G. Tingson, R.D., & Pentang, J.T. (2023). Addressing Students Learning
Gaps in Mathematics through Differentiated Instruction. International Journal of
Educational Management and Development Studies, 4 (1), 69-87.
https://doi.org/10.53378/352967
Akhter, N., & Akhter, N. (2018). Learning in mathematics: difficulties and perceptions of
students. Journal of Educational Research (Dept. of Education, IUB, Pakistan), 21(1),
147−163.
Aliakbari, M., & Haghighi, J. (2014). On the effectiveness of differentiated instruction in

the enhancement of Iranian learners reading comprehension in separate gender education.
Procedia-Social and Behavioral Sciences, 98, 182-189.
Ali, C.A. & Padmore, E.A. (2023). Exploring Effective Differentiated Instruction in the
Teaching and Learning of Mathematics. ASEAN Journal for Science Education, 3(1), 41-
50. https://ejournal.bumipublikasinusantara.id/index.php/ajsed.
Alova, L. M., & Alova, I. D. (2013). The impact of teaching style on students'
achievement in general mathematics in tertiary level. International Journal of Higher
Education, 2(1), 115-122.
Andrietti, V., & Su, X. (2019). Education curriculum and student achievement: theory
and evidence. Education Economics, 27(1), 4-19.
https://doi.org/10.1080/09645292.2018.1527894
Atteh, E. (2020). The nature of mathematics education; The issue of learning theories and
classroom practice. Asian Journal of Education and Social Studies.
https://doi.org/10.9734/ajess/2020/v10i230265
Arzimurodovich, B. (2022). The Role of Technologies in English Classroom. In English

Language Teaching and Methodology in the Digital Era (pp. 107-122). Springer, Cham.
Bal, A.P. (2016). The effect of differentiated teaching approach in the algebraic learning
field on students’ academic achievements. Eurasian Journal of Educational Research, 63,
185-204, http:// dx.doi.org/ 10.14689/ejer.2016.63.11
Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and 108
teaching. Routledge.
Barbara Kline Taylor (2015) Content, Process, and Product: Modeling Differentiated
Instruction, Kappa Delta Pi Record, 51:1, 13-17, DOI: 10.1080/00228958.2015.988559
Barron, L. and Kinney, P. (2021). We belong: 50 Strategies to Create Community and

Revolutionize Classroom Management. United States: ASCD.
Bazler, J., and Van Sickle, M. (ed). (2019). Cases on Models and Methods for STEAM
Education. USA: IGI Global.
Benjamin A. (2014). Differentiated Instruction: A Guide for Middle and High School
Teachers. United Kingdom: Taylor & Francis.
Blaz, D. (2016). Differentiated Instruction: A Guide for World Language Teachers.
Germany: Taylor & Francis.
Burke, C., & Albert, M. (2020). Learning packets: A personalized approach to self-
directed learning. Journal of Education and Learning, 19(2), 241-255.
Canque, M.S., Trinidad, G.A. & Cortes, M.P. (2021). Differentiated Instruction through
Tiered Activities in Teaching Geometry to the Junior High School Students. Cebu,
Philippines.
Conklin, W. (2015). Differentiating the Curriculum for Gifted Learners. USA: Shell
Education.
Couberg S, C., Struyven, K., Engels, N., Cool S, W., and De Martelder, K. (2013).
Binnenklas-Differentiate. Leerkansen Voor Alle Leerlingen. Leuven: Uitgeverij Acco.
Decision, G. (2019). The Effectiveness of Differentiated Instruction in Mathematics

Achievement in Secondary School.
Department of Education. (2022). Curriculum Guide: General Mathematics. Senior High

School Core Curriculum Subjects. DepEd.
https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Core_General-Math-
CG.pdf
Deunk M. I., Smale-Jacobse A. E., Boer H. d., Doolaard S., Bosker R. J. (2018).
Effective differentiation practices: A systematic review and meta-analysis of studies on
the cognitive effects of differentiation practices in primary education. Educational
Research Review, 24, 31–54. https://doi.org/10.1016/j.edurev.2018.02.002
El Aissaoui O, El Madani YEA, Oughdir L et al (2019) A fuzzy classification approach

for learning style prediction based on web mining technique in e-learning
Eysink, T. H., Hulsbeek, M., & Gijlers, H. (2017). Supporting primary school teachers in
differentiating in the regular classroom. Teaching and Teacher Education, 66, 107-116.
https://doi.org/10.1016/j.tate.2017.04.002
Gaitas, S., & Alves-Martins, M. (2017). Teacher perceived difficulty in implementing

differentiated instructional strategies in primary school. International Journal of
Inclusive Education, 21(5), 544–556. https://doi.org/10.1080/13603116.2016.1223180
Galindo, E. (2019). Training mathematical skills in school children: Some preliminary

results. Psychology in Education and Health, 4, 152−161. https://doi.org/978-989-8805-
58-4.
Gaylo, D. & Tambaoan, R.S. (2019). Differentiating Instruction in a Mathematics

Classroom: Its Effects on Senior High School Learners’ Academic Performance and
Engagement in Basic Calculus. International Journal of English and Education. ISSN:
2278-4012, Volume:8, Issue:2. Bukidnon, Philippines.
Gonulal, T., & Loewen, S. (2018). Scaffolding technique. In J. A. Liontas (Ed.), The
TESOL encyclopedia of English language teaching.
https://doi.org/10.1002/9781118784235.eelt0180
Grinberge, J., and Schwarzer, D., (2016). Successful Teaching: What Every Teacher
Needs to Know. Rowman & Littlefield Publishers.
Haggis, D. (2017). Influencing positive outcomes for troubled youth. Contemporary

Issues in Education Research (CIER), 10(3), 179-184.
https://doi.org/10.19030/cier.v10i3.9978
Heather, F. (2013). Differentiated instruction in art/H. Worcester, MA: Fountain
Heng, M. A., & Fernandez, L. (2016). Re-examining differentiation: Big ideas and
misguided notions. In Curriculum Leadership by Middle Leaders (pp. 116-136).
Routledge.
Boaler, J. (2016). Mathematical Mindsets: Unleashing Students' Abilities.

Jossey-Bass/Wiley.
Jones, A., & Powers, D. (2014). A framework for designing learning packets for adult
learners. Journal of Adult Education and Training, 33(2), 123-138.
Johler, M. & Krumsvik, R.J. (2022). Increasing Inclusion through Differentiated

Instruction in a Technology-Rich Primary School Classroom. Informa UK Limited,
Taylor & Francis Group.
https://doi.org/10.1080/03004279.2022.2143721
Kaplan Sayi, A. (2020). Handling Individual Differences in Generation Alpha. In N.

Yurtseven (Ed). The Teacher of Generation Alpha. Peter Lang Publishing.
Makoelle, T. M., et. al., (2023). Schools Effectiveness and Schools Improvement in South
Africa: A Guide for School Leaders. (n.p.): Cambridge Scholars Publishing.
Mamolo, L. (2019). Analysis of Senior High School Students' Competency in General

Mathematics. Universal Journal of Educational Research 7(9):1938-1944, 2019.
https://doi.org/ 10.13189/
Marshall, K. (2016). Rethinking differentiation — Using teachers’ time most effectively.

Phi Delta Kappan, 98(1), 8–13. https://doi.org/10.1177/0031721716666046
Mendez, M.P. & Suizo, K.D. (2023). The Effectiveness of Differentiated Instruction on
the Learning Performance in Mathematics among Grade-Four Students. IJARIIE-
ISSN(0)-2395-4396, Vol-9 Issue-1 2023. Davao, Philippines.
Mbuva, G. (2023). Quantitative correlational research: definition, types, methodology,

methods, characteristics, examples and advantages.
Mulder, Q. (2014). The Effect of Differentiated Instruction on Student Mathematics

Achievement in Primary School Classroom.
Muthomi, M. W. (2014). Effectiveness of Differentiated Instruction on Secondary School

Students Achievement in Mathematics. Kenya.
National Council of Teachers of Mathematics. (2020). Principles and Standards for

School Mathematics
Newman, J. (2015). Differentiated Feedback: Responding to Students’ Individual Needs.

Ontario Institute for Studies in Education at the University of Toronto (OISE/UT).
Nuankaew, P., Nuankaew, W., Phanniphong, K., Imwut, S., & Bussaman, S. (2019).
Students model in different learning styles of academic achievement at the University of
Phayao, Thailand. International Journal of Emerging Technologies in Learning
(iJET)., 14, 133. https://doi.org/10.3991/ijet.v14i12.10352.
Nurmalisca, Y., et al. (2023). The Importance of Learning Media Development and
Appropriate Learning Styles. Journal of Educational Technology, 35(2), 45-62.
Odicta, G.L. (2017). Effects of Differentiated Instruction on Mathematics Achievement

and Critical Thinking Skills of Students. WVSU Research Journal, Vol.6 No. 1 PP. 17-26.
OECD. (2013). PISA 2012: Assessment and Analytical Framework Mathematics,

Reading, Science, Technology, and Financial Literacy. OECD Publishing.
Okeagu, R.U (2013). Effect of problem-solving teaching method on students

‘achievement in mathematics. Unpublished masters’ dissertation submitted to the faculty
of education, University of Nigeria Nsukka.)
Puzio K., Newcomer S. N., Goff P. (2015). Supporting literacy differentiation: Principal's
role in a community of practice. Literacy Research and Instruction, 54(2), 135–
162. https://doi.org/10.1080/19388071.2014.997944
Reys, R. E., Reys, B. J., & Robinson, A. G. (2016). Facilitating numeracy: Helping
students develop essential computational skills (2nd ed.). National Council of Teachers of
Mathematics.
Roberts, J.L., and Inman, T.F., (2021). Strategies for Differentiating Instructions: Best
Practices for the Classrooms. United Kingdom. Taylor & Francis.
Rowgowsky, B.A., Calhoun, B. M., and Tallal, P. (2015). Matching learning style to
instructional method: effects on comprehension. J. Educ. Psychol. 107, 64-78. doi:
10.1037/a0037478
Sebihi, A. (2016). Strategizing teaching: Differentiated teaching style and learning brain.
EPRA, 4(12), 115-118
Smale-Jacobse A. E., Meijer A., Helms-Lorenz M., Maulana R. (2019). Differentiated

instruction in secondary education: A systematic review of research evidence. Frontiers
in Psychology, 10, 1–23. https://doi.org/10.3389/fpsyg.2019.02366
Smith, D. K., & Ragan, E. (2013). The evolution of learning packets. Educational
Technology Research and Development, 61(4), 525-537.
Tomlinson, C. A., and Moon, T.R. (2013). Assessment and Student Success in a
Differentiated Classroom. United States: ASCD.
Tomlinson, C. A. (2014). The Differentiated Classroom; Responding to the Needs of All

Learners. (n.p.): ASCD.
Tomlinson, C. A., & Allan, S. (2014). Learning packets: A self-directed, personalized

learning experience. In Differentiating instruction for all learners (4th ed., pp. 40-
44). Alexandria, VA: ASCD.
Tomlinson, C.A. (2017). How to Differentiate Instruction in Academically Diverse

Classrooms. United States: ASCD.
Troussas C., et al., (2020). Collaborative activities recommendation based on students’

collaborative learning styles using ANN and WSM.
https://doi.org/10.1080/10494820.2020.1761835
Walker, J. (2023). Math for All: Strategies for Differentiating Instruction in the Math
Classroom.
What is correlational research? (scribbr.com)
Wan, S. W.-Y. (2017). Differentiated instruction: are Hong Kong in-service teachers
135 ready? Teachers & Teaching, 23(3), 284–311.
https://doi.org/10.1080/13540602.2016.1204289
Yadav, A. B. (2019). Differentiating instruction 21st-century classrooms. Educational

Resurgence,1(1).
https://coed.dypvp.edu.in/educational-resurgencejournal/documents/july-
2019/Article9.pd
Yuen M., Chan S., Chan C., Fung D. C. L., Cheung W. M., Kwan T., Leung F. K. S.
(2018). Differentiation in key learning areas for gifted students in regular classes. Gifted
Education International, 34(1), 36–46. https://doi.org/10.1177/0261429416649047
APPENDICES
Differentiated Instruction in a Mathematics Classroom in Relation to Diverse
Learning Style
Survey Questionnaire
Dear Respondents,
This is a questionnaire about the effectiveness of differentiated instruction in a

mathematics classroom in relation to the students’ diverse learning styles that the teachers
have implemented. As such, the value of a questionnaire relies on your genuine
responses. The information gathered through this questionnaire will be used strictly for
academic purposes and will be kept confidential.
Name: (Optional) _________________________________________________________
Part I: Directions: Check (/) the items below referring in your profile.
Strand/Section: __HUMSS- Twain __ TVL- Faraday

__HUMSS- Shakespeare __ STEM- Avogadro
__ ABM- Maslow __ STEM- Pasteur
Grades on General Mathematics: 98 – 100 80 - 85

95 – 97 75 - 79
90 – 94 74 and below
86 - 89
Part II: Effectiveness of Differentiated Instruction in Mathematics
Directions: Please assess the effectiveness of the differentiated instructions in terms of

content, process, product, and the learning environment. Please mark (/) the number that
corresponds to your answer using the scale below.
SCALE INTERPRETATION
4 Highly Effective
3 Moderately Effective
2 Slightly Effective
1 Least Effective
A. Content
Teachers use differentiated instruction in… 4 3 2 1
1. providing students with choices to enhance the depth of

learning.
(Pagbibigay ng mga pagpipilian sa mga mag-aaral upang
mapabuti ang lalim ng kanilang pag-unawa.)
2. offering additional resources that match students’ current level
of understanding.
(Maipresenta ang karagdagang mga sanggunian na kaangkop sa
kasalukuyang antas ng pang-unawa ng mga mag-aaral.)
3. incorporating ‘hands-on’ activities to help learners grasp new

ideas.
(Pagsasama ng mga hands-on na aktibidad upang matulungan
ang mga mag-aaral na maunawaan ang mga bagong ideya.)
4. re-teaching students who require further demonstration of a

lesson.
(Pagtuturo muli sa mga mag-aaral na nangangailangan ng
karagdagang pagpapakita sa isang aralin.)
5. exempting students who already demonstrate mastery from a

mathematics lesson or a re-teaching lesson.
(I-exempt ang mga mag-aaral na ipinapakita na ang kanilang
husay mula sa isang aralin sa matematika.)
6. utilizing various mediums such as texts, computer programs,

tape recordings, and videos to convey key concepts to diverse
learners.
(Ginagamit ang iba’t-ibang paraan tulad ng teksto, computer
programs, tape recordings, at mga video para iparating ang mga
pangunahing konsepto sa iba’t-ibang mag-aaral.)
7. applying higher order thinking skills to encourage thinking

about content at multiple levels.
(Ginagamit ang mas mataas na antas ng kasanayan sa pag-iisip
upang magtaguyod ng pag-iisip tungkol sa nilalaman ng iba’t-
ibang antas.)
8. employing pre-assessment tools, such as a pre-test, to

determine where students need to begin.
(Gumagamit ng mga pre-assessment tools, tulad ng pre-test,
upang malamn kung saan dapat magsimula ang mga mag-
aaral.)
9. providing journals or reflections to monitor students’

knowledge.
(Nagbibigay ng journal o pagmumuni-muni upang
masubaybayan ang kaalaman ng mga mag-aaral.)
10. using a KWL (Know, Want to Know, and Learned) chart to

monitor students’ progress.
(Gumagamit ng KWL (alam, gusto malaman, at natutunan) na
tsart para masubaybayan ang progreso ng mga mag-aaral.) _
B. Process
1. offering varying levels of teacher and student support for a

task.
(Nag-aalok ng iba’t-ibang antas ng suporta para sa guro at
mag-aaral para sa isang gawain.)
2. allowing students to choose how they express their

understanding.
(Pinapayagan ang mga mag-aaral na pumili kung paano nila
ipapahayag ang kanilang pang-unawa.)
3. adapting the learning process based on individual student

learning styles.
(Ibinabago ang proseso ng pag-aaral batay sa mga indibidwal
na estilo ng pag-aaral ng mga mag-aaral.)
4. implementing different activities wherein all learners work on

building the same essential understanding and skills.
(Isinasagawa ang iba’t-ibang mga aktibidad kung saan lahat ng
mga mag-aaral ay gumagawa ng parehong mahalagang pang-
unawa at kasanayan.)
5. creating a sense of curiosity that motivates student to

investigate portions of the curriculum.
(Nililikha ang isang pakiramdam ng kuryusidad na nagbibigay
inspirasyon sa mga mag-aaral na siyasatin ang mga bahagi ng
kurikulum.)
6. helping students who need extra assistance.

(Tumutulong sa mga mag-aaral na nangangailangan ng
karagdagang tulong.)
7. providing different types of learning materials for students

with different preferences and readiness levels.
(Nagbibigay ng iba’t-ibang uri ng mga materyales sa pag-aaral
para sa mga mag-aaral na may iba’t-ibang mga kagustuhan at
antas ng kahandaan.)
8. offering tasks that accommodate learners that are tactile,

visual, and auditory respectively.
(Nagbibigay ng mga gawain na nababagay sa mga mag aaral na
may iba’t-ibang paraan ng pag-aaral tulad ng pagdama, pang-
tingin, at pandinig.)
9. creating areas or stations for inquiry-based and independent

activities.
(Nililikha ang mga lugar o istasyon para sa mga aktibidad na
batay sa pagsasaliksik at independiyenteng gawain.)
10. utilizing flexible grouping to group and regroup students,

such as according to content, ability, and interests.
(Paggamit ng kakayahang umangkop na pagpapangkat sa
pagpapangkat ng mga mag-aaral, tulad ng ayon sa nilalaman,
kakayahan, at mga interes.)
C. Product
1. providing students with a variety of product options to choose

from.
(Pagbibigay sa mga mag-aaral ng iba’t-ibang opsyon sa
produkto na mapagpipilian.)
2. assisting students in producing high-quality work of which

they can be proud.
(Tinutulungan ang mga mag-aaral sa paggawa ng matataas na
kalidad na gawain na maipagmamalaki nila.)
3. allowing students to contribute to the design of products

aligned with learning goals and intentions.
(Pagbibigay pahintulot sa mga mag-aaral na makilahok sa
pagsasaayos ng mga likhang produkto na kaayon ng mga
layunin at hangarin sa pag-aaral.)
4. allowing students to learn at their own pace and in a way that

suits them best.
(Pagbibigay pahintulot sa mga mag-aaral na matuto sa sariling
paraan at sa paraang pinaka-naaangkop sa kanila.)
5. supporting students in developing their creativity and problem-

solving skills.
(Pagbibigay suporta sa mga mag-aaral ukol sa pagpapaunlad ng
kanilang mga kreatibidad at kakayahan sa pagsulusyon sa mga
problema.)
6. providing product assessments at varying levels of difficulty to

match student’s readiness.
(Pagbibigay ng iba’t-ibang pagtataya sa produkto na
nahihirapan ang mga mag-aaral na tutugma sa kanilang
kahandaan.)
7. enabling the students to transfer the skills acquired in the real-

life situations.
(Pagbibigay pahintulot sa mga mag-aaral na dalhin nila ang
mga kasanayang natutunan mula sa mga totoong pangyayari.)
8. attending to students’ individual needs in a caring manner.

(Pagmamalasakit sa bawat mag-aaral ukol sa kanilang
pangangailangan.)
9. fostering students’ confidence in their abilities.

(Pagpapalakas ng tiwala ng mga mag-aaral sa mga kakayahang
mayroon sila.)
10. encouraging students to express what they have learned in

diverse ways.
(Inuudyok ang mga mag-aaral na ipahayag ang kanilang
natutunan sa iba’t-ibang paraan.)
D. Learning Environment
1. providing a variety of learning activities and resources that

meet students’ individual needs and interests.
(Nagbibigay ng iba’t-ibang mga aktibidad sa pag-aaral at mga
sanggunian na tumutugon sa mga indibidwal na
pangangailangan at interes ng mga mag-aaral.)
2. creating a classroom environment where students feel safe and

comfortable taking risks.
(Paglikha ng isang silid-aralan kung saan ang mga mag-aaral
ay nararamdaman angg kaligtasan at kumportableng
pakikipagsapalaran.)
3. encouraging students to work with other students at their own

pace and learning level.
(Pag-udyok sa mga mag-aaral na makipagtulungan sa iba.)
4. giving students clear and concise instructions for all

assignments and activities.
(Pagbibigay sa mga mag-aaral ng malinaw na mga tagubilin
para sa lahat ng mga gawain at aktibidad.)
5. accessing a variety of learning spaces in the classroom, such as

individual desks, small group tables, and work areas.
(Pag-access sa iba’t-ibang espasyo ng pag-aaral sa silid-aralan,
tulad ng mga indibidwal na mesa, mesa para sa pag-papangkat,
at mga lugar sa oras ng pag-gawa ng mga aktibidad.)
6. applying the use of technology to make learning more fun and

creative.
(Pag-aalok ng paggamit ng teknolohiya upang gawing mas
masaya at malikhain ang pag-aaral.)
7. providing students with regular feedback on their progress and

helping them set goals for their learning.
(Pagbibigay ng regular na feedback sa mga mag-aaral sa
kanilang pag-unlad at pagtulong sa pagtatakda ng mga layunin
para sa kanilang pag-aaral.)
8. engaging the students in the learning process, making it

exciting and challenging for students to reach their full potential.
(Ineenganyo ang mga mag-aaral sa kanilang aralin, ginagawang
kapanapanabik at may kaunting hamon ang mga aralin para
makamit nila ang kanilang potensyal sa pag-aaral.)
9. allowing students to feel important and appreciated for their

contributions in class.
(Pinaparamdam sa mga mag-aaral na mahalaga at
pinahahalagahan ang kanilang mga kontribusyon sa klase.)
10. ensuring that there are quiet places for students to work alone
and spaces for group work in the classroom.
(Tinitiyak na mayroong tahimik at malayo sa distraksyon na
lugar para sa mga mag-aaral.)
“Thank you and God bless”
The Researchers
BIOGRAPHIC SKETCH
Jolina B. Atienza was born on July 22, 2002, in Nasi
Rosario, Batangas. Among the eight siblings, she is
the fifth child of Mr. Julian D. Atienza and Mrs.
Marilyn B. Atienza.
She took her primary schooling at Nasi Elementary
School and graduated in 2015 with a service award. She continued her junior high school
education at The Saint Isidore National High School in 2019 with a conduct award. When
she was young, her dream was to become an English teacher. Therefore, she took the
Humanities and Social Science (HUMSS) strand, and she completed her senior high
school at Alupay Integrated National High School in 2021 with an academic excellence
award.
She is currently taking a Bachelor of Secondary Education major in Mathematics at
Batangas State University, TNEU-Rosario campus. It was very challenging for her to
take a major she didn't want, especially during her first year of online classes. However,
despite the adjustments and challenges she encountered, her teachers and even some
people in her surroundings gave her the opportunity to continue what she had started. As
time goes by, she gradually sees the brighter side of taking math education. All in all, she
is hoping that all of her efforts and silent battles will be worth it someday. By means of
that, she believes that she can achieve not only her dream but also the dream of her
family.
Eunice C. De Castro was born on July 24, 2003, in
Brgy. Balibago, Rosario, Batangas. Her parents are
Mr. Benedicto U. De Castro and Mrs. Elenita C. De
Castro. She is the seventh child among eleven
siblings. She did not take kindergarten and began
studying in first grade at the age of six.
She graduated from Balibago Elementary School in 2015 and continued her secondary
education at Alupay Integrated National High School. She completed junior high in 2019.
She did take humanities and social sciences under the academic track. However, the
pandemic occurred in the midst of her senior high school year. It really affects her
studies, and she managed to graduate even though she didn’t make it to honors. She
attended their graduation virtually, since it’s in the midst of a pandemic.
One of the reasons she wants to pursue her dream profession is that her parents want her
to continue her mother’s dream when she was young. One of her missions is to make her
family proud and happy as well. Another thing is that she does love mathematics since
it's interesting. That’s why she did pursue tertiary education under the mathematics
specialization at the Batangas State University-Rosario Campus.

Angeline A. Dimaunahan was born on August
14, 2001, in Palakpak Rosario, Batangas. She's
the second of the six children of Mr. Gilberto A.
Dimaunahan and Ms. Adela A. Dimaunahan. She
graduated from elementary to senior high school
with an academic excellence award.
She took her primary schooling at Palakpak
Elementary School and graduated in 2014. She continued her junior high school
education at Palakpak National High School and graduated in 2018. Additionally, she
studied senior high school at Buhaynasa National High School (Buhaynasapa Integrated
National High School), where she took the humanities and social sciences strand and
graduated in 2020. Because of the pandemic and financial problems, she stopped her
schooling and decided to work as a saleslady in 188 shopping centers. After a year of
working, she decided to continue her dream of being a licensed professional teacher.
She is now taking a Bachelor of Secondary Education major in Mathematics at Batangas
State University, TNEU-Rosario campus. It was such an honor to go back to school and
continue her dream, despite the different problems encountered in achieving this course.
She believes that she can finish this course and be the first titleholder in the family.

Differentiated Instruction

Uploaded by

Copyright:

Available Formats

You might also like

Differentiated Instruction

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Differentiated Instruction

Uploaded by

Copyright:

Available Formats

DIFFERENTIATED INSTRUCTION IN A MATHEMATICS CLASSROOM IN

RELATION TO DIVERSE LEARNING STYLE

LIST OF TABLES vii

LIST OF FIGURES viii

Statement of the Problem 4

Hypothesis of the Study 4

Scope, Delimitation and Limitation of the Study 5

Significance of the Study 6

II. REVIEW OF LITERATURE

Respondents/Participants/Subjects/None of the Study 42

Data Gathering Instrument 43

Data Gathering Procedure 45

Statistical Treatment of Data 46

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF

IV. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Table No. Title Page

1 Number of Grade 11 Students in Alupay Integrated National

2 Scoring and Interpretation 45

3 Grading and Interpretation 45

4 Performance in General Mathematics 48

5 Effectiveness of the Differentiated Instruction in Mathematics

6 Effectiveness of the Differentiated Instruction in Mathematics

7 Effectiveness of the Differentiated Instruction in Mathematics

8 Effectiveness of the Differentiated Instruction in Mathematics

9 Significant Relationship between Student Performance and their

Figure No. Title Page

1 Theoretical Diagram of the Tomlinson’s Model 33

2 Research Paradigm of Differentiated Instruction 38

language of science, technology, medicine, and engineering, mathematics has a profound

becoming mathematically literate.

struggle with learning mathematics due to various factors. It includes attention

Differentiated instruction is a teaching theory based on the premise that

learning styles. However, differentiated instruction in mathematics is the practice of

in Tomlinson’s model, differentiated math instruction is a teaching strategy that

unique needs. In general, differentiated instruction is a strategy, set of approaches,

students. In addition, differentiated instruction in the mathematics classroom is crucial.

According to Walker (2023), differentiated instruction in the math classroom is crucial

Tomlinson's differentiated instruction model, which includes the content, processes,

empower every student to reach their full potential in mathematics.

As students have differences in terms of learning styles, the effect of

positive impact on motivation, engagement, and achievement in mathematics. By

valuable problem-solving skills.

Moreover, the study aims to carefully explore the effectiveness of differentiated

instruction in a mathematics classroom in relation to the diverse learning styles of grade

11 students at Alupay Integrated National High School. The existence of differentiated

effectiveness of differentiated instruction is noticeable. Additionally, the researchers

found a methodological gap related to exploring the effectiveness of differentiated

complex relationship between differentiated instruction and students’ performance in

styles of the students. 4

Statement of the Problem

The study aims to explore the effectiveness of differentiated instruction in general

Integrated National High School for the school year 2023-2024.

Specifically, it seeks to answer the following questions:

1. What is the performance of the student- respondents in General Mathematics in

2. What is the effectiveness of the differentiated instruction in Mathematics to

student-respondents in terms of:

2.3 product; and

2.4 learning environment?