Valley International Journal Digital Library

VIJ Digital library
Articles

Enhancing Science Education in the K-12 Program: Exploring theImpact of Differentiated Instruction Strategies

PDF
  • Noly B. Boctolan,
  • Anielyn M. Abule,
  • Khrystal Amor Alba
Noly B. Boctolan
Department of Education, Division of Negros Occidental, Philippines
Anielyn M. Abule
Department of Education, Division of Negros Occidental, Philippines
Khrystal Amor Alba
Department of Education, Division of Negros Occidental, Philippines
, Vol. 12 No. 04 (2024)

Published 2024-04-02

Keywords

  • Experimental, Student’s Achievement, Biology, Pre-test, Post-test

Copyright (c) 2024 Noly B. Boctolan, Anielyn M. Abule, Khrystal Amor Alba

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This study aimed to determine the level of academic achievement of the grade 7 Biology class during the second period using the differentiated instruction for the experimental group. Pre-test post-test experimental design was utilized in this study. The research subjects-respondents of this study were the grade 7 students of one Secondary Education Institutions in the Philippines . The data in this study were obtained using the questionnaires. Frequency, mean, t-test, and f-test were the statistical tools used in this study. A 0.05 level of significance was used to determine whether the hypothesis set in the study will be rejected or accepted. The statistical computations were done using the Statistical Package of Social Science (SPSS). The research findings revealed that the level of achievement of the grade 7 students in Biology during the pre-test and post-test and when take as a whole were very low. However, when grouped according to the experimental and control group, the pre-test post-test of the experimental group ranges from very low to very high, while the control group ranges from very low to average. Findings, also revealed that there is a significant difference in the mean gains in the pre-test and post-test of the experimental and control group. The study also revealed that there is no significant difference between the levels of achievement of the subjectrespondents when grouped according to the identified variables in their profiles.

PDF

References

  1. Armstrong, T. (2009) Multiple Intelligences in the Classroom 3rd ed. Alexandria, VA: association for supervision and Curriculum Development, 2009.
  2. Benjamin, Amy. (2007). Differentiated Instruction: A Guide for Middle and High School Teachers. Larchmont, NY: Eye On Education, Inc.
  3. Campbell, Bruce 2008. The Multiple Intelligences Handbook Lesson Plans and More. Stanwood, WA. 1998.
  4. Daniels, Harvey and Bizar. (2008). Teaching The Best Practice Way: Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.
  5. Digests, E. (2010) The Effects of Differentiation and Motivation on Students Performance. http://www.ehow.com
  6. Gardner, Howard (2003), "The Theory of Multiple Intelligences", in Cambridge University Press, pp. 485-503
  7. Grasha A. (2008). Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Pittsburg, PA: Alliance Publishers; 1996.
  8. Gregory, G. (2008). Differentiated Instructional Strategies In Practice: Training, Implementation, and Supervision. Thousand Oaks, CA: Corwin Press.
  9. Heacox, Diane. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms. Minneapolis, MN: Free Spirit Publishing, Inc
  10. Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995.
  11. Wormeli, Rick. Fair Isn't Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.
  12. Silver, Harvey F., Strong, Richard W., and Perini, Matthew J. (2000). So Each May Learn: Integrating Learning Styles & Multiple Intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.
  13. Tomlinson, C.A. & McTighe, J. (2008). Integrating differentiated instruction & understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
  14. Tomlinson, Carol Ann. (2008). How To Differentiate Instruction in Mixed-Ability Classrooms. 2nd Edition. Alexandria, VA: Association for Supervision and Curriculum Development.
  15. Wormeli, Rick. (2008). Differentiation: From planning to practice. Portland, Maine: Sternhouse Publishers.
  16. Wormeli, Rick. (2008). Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom. Portland, ME: Stonehouse Publishers.