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Chapter 1

INTRODUCTION

Background of the Study

In today's diverse and dynamic classrooms, addressing the individual learning

needs of students has become a critical aspect of teaching. As students come from

various backgrounds with differing levels of academic readiness, learning

preferences, and interests, traditional "one-size-fits-all" teaching methods are often

insufficient to ensure that all learners can succeed. Therefore, to uphold high-quality

education in classrooms with diverse abilities, policymakers advocate for and

recommended the implementation of Differentiated Instruction (DI) across

educational institutions (Schleicher, 2016; Schofield, 2010; Smale-Jacobse et al.,

2019).

Differentiation is a philosophy of teaching rooted in deep respect for students,

acknowledgment of their differences, and the drive to help all students thrive. Such

ideas imply that teachers proactively modify curricula, teaching methods, resources,

learning activities, or requirements for student products to better meet students’

learning needs (Tomlinson et al., 2010, as cited by Deunk et al., 2018). Differentiated

instruction is a strategy that can effectively meet the diverse needs of all students,

leading to improved student achievement (Parsons et al., 2018; Valiandes &

Neophytou, 2018).

In the context of elementary education, particularly in mathematics,

differentiated instruction becomes even more critical. According to Tomlinson and

Allan (2000), differentiated instruction in mathematics can significantly boost

students' confidence, motivation, and overall academic success, particularly when

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implemented in early education where foundational math skills are established.

However, in recent years, the Philippines has faced significant challenges in global

education assessments, most notably in the Program for International Student

Assessment (PISA). The PISA, administered by the Organization for Economic Co-

operation and Development (OECD), measures 15-year-old students' abilities in

reading, mathematics, and science. According to the PISA 2023 result, Filipino 15-

year-olds showed below-average performance compared to OECD countries across

mathematics, reading, and science. In mathematics, their average score was 355

points (compared to the OECD average of 472), in reading it was 347 points

(compared to 476), and in science, it was 356 points (compared to 485). Only 16%

reached at least Level 2 proficiency in mathematics (Education GPS - Philippines -

Student performance, PISA 2022).

Mathematics is a subject that is foundational for developing problem-solving,

critical thinking, and reasoning skills, all of which are essential for students' academic

success and everyday life. Many students struggle with mathematics due to its

abstract nature, and these challenges are exacerbated when instruction is not

tailored to their individual learning needs. Differentiating instruction in mathematics,

therefore, is crucial for fostering a learning environment where students can engage

with the content at their own pace and level of understanding.

Differentiated instruction in mathematics involves a range of strategies that

help meet students where they are. Teachers can vary the difficulty of tasks, provide

multiple ways to represent mathematical concepts, use flexible grouping, and offer

different forms of assessments to accommodate diverse learning styles. This allows

students to better understand complex mathematical concepts, improving both their

engagement and performance. Research supports the idea that DI, when applied
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effectively, enhances students' grasp of mathematical principles, moving beyond rote

memorization to a deeper conceptual understanding.

However, although the concept of differentiated instruction is quite well-

known, teachers find it difficult to grasp how differentiated instruction should be

implemented in their classrooms (Van Casteren et al. 2017 and Samle-Jacobse,

2019) therefore, successfully implementing differentiated instruction is crucial to

achieving the intended results (Deunk et al., 2018). This claim is supported with the

study of Unal (2022) where results suggested that while teachers mostly agree that

differentiation is an important instructional strategy, they are faced with multiple

barriers to implementation such as a lack of differentiated instruction knowledge and

practice and the need for resources and professional development,

Hence, assessing teachers' understanding and application of DI will pinpoint

areas needing further support and training. Through this, targeted professional

development initiatives focused on DI can equip teachers with essential skills and

strategies, particularly in subjects where diverse learning needs are prominent, such

as mathematics.

Therefore, this study aims to explore elementary school teachers' current

knowledge and practices of differentiated instruction (DI) in mathematics. By

examining how teachers implement DI in their classrooms, the research will identify

gaps that may hinder effective DI implementation. Additionally, the study seeks to

understand the relationship between differentiated instruction and student

performance in mathematics, acknowledging its positive impact on academic

achievement, particularly in content-heavy subjects like mathematics.

Furthermore, the findings of this study hold significant implications for

professional development and teacher training. By bridging the gap between theory
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and practice, these initiatives aim to enhance mathematics performance among

elementary students.

Statement of the Problem

This study will focus on examining the knowledge and practices of grade 5

mathematics teachers regarding Differentiated Instruction (DI) and its impact on the

mathematics performance of elementary students.

Specifically, this research study will seek to answer the following questions:

1. To what extent do Grade 5 mathematics teachers understand the concepts of

Differentiated Instruction?

2. How do Grade 5 mathematics teachers in public elementary schools

implement components of DI in terms of;

2.1. student interest,

2.2. assessment,

2.3. lesson planning,

2.4. content,

2.5. process and product?

3. How do students’ mathematics performance outcomes compare between

classes where DI is effectively implemented versus those where it is not?

4. What challenges do Grade 5 teachers face in implementing Differentiated

Instruction (DI) in mathematics?

5. What is the perceived impact of DI on students’ engagement and

mathematics performance based on teachers’ and students’ perspectives?

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Hypotheses of the Study

This study will advance the following hypotheses:

1. Grade 5 mathematics teachers have a low level of knowledge regarding DI.

2. There is no significant difference in the mathematics performance of students

taught by teachers using DI versus those not using DI.

3. There is no significant relationship between the level of DI implementation by

Grade 5 mathematics teachers and students’ mathematics performance.

Significance of the Study

The findings of this study will be beneficial to the following:

Department of Education Curriculum Designers. This study will provide

valuable insights for curriculum designers in the Department of Education as it sheds

light on the relationship between Differentiated Instruction (DI) and mathematics

performance. By understanding the current practices and challenges faced by

teachers, curriculum designers can create more tailored and responsive programs

that foster inclusive learning environments, ensuring that every student receives

appropriate support based on their unique needs and abilities.

School Administrators. The findings of this study will aid school

administrators in developing strategies and initiatives that support the effective

implementation of Differentiated Instruction in their schools. By identifying gaps in

knowledge and practices, administrators can organize targeted professional

development and capacity-building programs for teachers, ultimately enhancing

instructional quality and improving students’ academic performance in mathematics.

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Teachers. Teachers will directly benefit from this study as it explores best

practices in Differentiated Instruction and its impact on student performance in

mathematics. The results can serve as a guide for educators to reflect on their

current teaching methods, identify areas for improvement, and adopt more effective

strategies to address diverse student needs, thus improving overall classroom

outcomes.

Parents. Parents play a vital role in their children's education. This study will

help them better understand how Differentiated Instruction can enhance their

children's learning experiences, particularly in mathematics. It can also foster

stronger collaboration between parents and educators by providing insights into how

tailored teaching approaches can support students’ unique learning styles and

abilities.

Students. The primary beneficiaries of this study are the students

themselves. The research aims to improve mathematics performance through the

implementation of Differentiated Instruction, which considers each student’s learning

pace, style, and needs. By fostering an inclusive and supportive learning

environment, students will be more engaged, motivated, and successful in their

academic pursuits.

Future Researchers. Future researchers will find this study useful as it

provides a foundation for further exploration into the effectiveness of Differentiated

Instruction in various subject areas and educational levels. The study also highlights

potential areas for future investigation, such as the long-term impact of DI on student

performance and the effectiveness of specific instructional strategies within

differentiated learning frameworks.

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Scope and Delimitation of the Study

This study will focus on examining the knowledge and practices of grade 5

mathematics teachers regarding Differentiated Instruction (DI) and its impact on the

mathematics performance of elementary students in public elementary schools

located along the carline in the southern part of Eastern Samar.

The study will employ mixed-methods design. In order to thoroughly

investigate the knowledge and practices of Grade 5 math instructors on

Differentiated Instruction (DI) and its effects on students' arithmetic performance, this

design combines quantitative and qualitative methodologies. While the qualitative

component would examine instructors' methods and expertise, the quantitative

component would concentrate on how DI affects student achievement.

Additionally, the focus of this paper is on grade 5 mathematics teachers and

students. The data will reflect current practices during the 2023-2024. Purposive

sampling in conjunction with stratified random sampling would be the sampling

strategy used for this study, which aims to investigate the behaviors and

understanding of Grade 5 mathematics instructors about DI and its effect on student

performance. Purposive sampling will be utilized to carefully choose participants who

have appropriate experience and expertise, since this study is particularly interested

in Grade 5 mathematics instructors who employ or are aware of differentiated

instruction. This method guarantees that only educators who fit your requirements.

On the other hand, in order to guarantee representation across various subgroups,

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stratified random sampling might be employed to evaluate the effect of differentiated

instruction on students' performance.

Based on pertinent factors, the student population will be divided into strata, and

students from each stratum will be selected at random. This will provide a more

precise and impartial evaluation of the ways in which DI influences student outcomes

in various contexts.

The instrument of the study will be consisting of two phases. The first phase

of the study involved a survey questionnaire which will be adopted from the study of

Carol Ann Tomlinson (2010) as cited by Whipple (2012). This includes questions

which will measure the (a) understanding of teachers about DI, (b) implementation of

DI by the teachers, and (c) background information of the teachers. Second phase

will be consisted of semi-structured interviews to teachers who will be purposively

selected based on their responses to the survey-questionnaire. The purpose of this

interview will be to gather in-depth qualitative data to augment the quantitative

findings.

Furthermore, the data gathered will be analyzed in two separate ways. For

quantitative data, descriptive statistics such as frequency, mean, and standard

deviation will be employed. Correlation analysis will be employed to determine the

relationship between teachers’ DI practices and students’ mathematics performance.

While T-test will be used to compare students’ performance between different group

of teachers (e.g., those implementing DI versus those who do not). Meanwhile, the

qualitative data will be treated using thematic analysis to uncover common practices,

challenges, and teacher’s perceptions of DI’s effectiveness.

Definition of Terms
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The following terms will be defined conceptually and operationally to facilitate

a better understanding of the terms used in the study:

Academic Achievement. It refers to the actual performance of students in all

subjects as measured by the grades given by the teachers that reflects the degree of

learning in school tasks (Apilado et al., 2012). In this study, it refers to the grade

weighted average of the Grade 9 student who are the respondent of the study.

Assessment. This involves the systematic process of evaluating student

learning through various tools and techniques to ensure that educational goals are

being met. It can include formative (ongoing) and summative (final) assessments

aimed at improving both instruction and student outcomes (Brookhart, 2017). In this

study, it is operationalized through the strategies teachers use to evaluate student

readiness, understanding, and learning styles at different stages of instruction. It

includes pre-assessment, formative assessment during the lesson, and summative

assessment at the end of the lesson.

Content. This refers to the academic material or subject matter that students

are expected to learn. It includes the facts, concepts, theories, and principles

conveyed during instruction and must align with curriculum standards and student

needs (Sawyer, 2018). In this study, it refers to how clearly teachers communicate

learning objectives and use diverse materials to support instruction. It also includes

the alignment of content with major concepts and generalizations in the curriculum.

Differentiated Instruction (DI). A pedagogical approach where teachers

modify curriculum content, proactively develop a variety of teaching strategies and

continually revisit the desired product of learning (Tomlinson, 2014). In this study, it

refers to the strategies used by grade 5 mathematics teachers to accommodate

students' varying levels of readiness and learning preferences.

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Grade 5 Mathematics Teachers. They give pupils lessons that aid in the

understanding of mathematical ideas and the relationships between abstract ideas

and practical issues (Bell, n.d.). They are teachers responsible for teaching

mathematics to fifth-grade students. These individuals serve as the primary

respondents of the study, providing data on their knowledge and practices of DI.

Lesson planning. It is the process where teachers design and organize

instructional activities to achieve learning outcomes. Effective lesson planning

integrates content, pedagogical approaches, and assessments aligned with

curriculum standards to ensure that students’ needs are met (Gurung & Schwartz,

2021). In this study, this refers to how Grade 5 math teachers design instruction to

meet diverse learner needs and promote student engagement. This includes

scaffolding, tiering, and allowing students to have input in selecting learning

activities. It also involves using a variety of materials to address different reading and

interest levels.

Mathematics Performance. The achievement levels of grade 5 students in

mathematics, as measured through assessments, tests, or grades. In this study, it

serves as a key indicator of the effectiveness of differentiated instruction (DI)

strategies used by teachers.

Mixed-Method Research Design. It is an approach to collecting and

analyzing both qualitative and quantitative data in a single study. Mixed methods

research is a great choice when quantitative or qualitative data alone will not

sufficiently answer a research question (Dovetail, 2023). In this study, it refers to the

research design that will be utilized by the researcher.

Product. Refers to product is the tangible outcome or evidence of their

learning (Tomlinson, 2017). In this study, it is defined by the variety of assessment

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tasks and the choices provided to students regarding how they express their

learning. This includes offering multiple modes of expression, connecting the product

to student interests, and allowing students to choose whether to work alone or in

groups.

Process in education refers to the methods, strategies, and activities

employed during instruction to help students engage with the content, develop skills,

and achieve learning goals. It emphasizes how students learn rather than just what

they learn, allowing for differentiation based on individual needs, interests, and

readiness. Effective instructional processes often include grouping students by

readiness, interests, or learning preferences, and adjusting the pace and nature of

instruction to suit diverse learners (Tomlinson & Moon, 2020). In this study, it refers

to the varying instructional methods and groupings used to support diverse learning

preferences and paces. It includes how teachers adjust the pace of instruction based

on individual needs and how they structure the classroom environment for various

activities.

Quantitative Research. The process of gathering and evaluating numerical

data in order to characterize, forecast, or regulate relevant factors is known as

quantitative research. This kind of study aids in prediction-making, examining the

causal links between variables, and extrapolating findings to larger populations

(Sreekumar, 2023). In this study, quantitative research is used to assess the

relationship between teachers' DI practices and students' mathematics performance.

Student Interest. Student interest refers to the level of attention and

engagement a student shows towards a subject or learning activity, which can

significantly influence motivation and academic performance. Interest is viewed as a

driving factor that stimulates deeper involvement and investment in learning (Ainley
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& Ainley, 2015). In this study, student interest is measured by how teachers identify

and incorporate individual student interests, cultures, expectations, and life situations

into their instruction. It also includes awareness of students' learning disabilities and

how these are addressed to ensure they do not hinder learning.

Teacher Capability Building. The process of empowering teachers to

enhance their knowledge, skills, and abilities to effectively deliver quality education

to students (Kushwaha & Singh, 2023). In this study, its findings will be used to

suggest areas where teachers may need further professional development or

support.