• Rebysarah S. Tambaoan

  Author

• Derren N. Gaylo

  Author

A quasi-experimental study was conducted to investigate the effects of differentiated instruction,
a strategy that may cater to learners' diversity, towards their academic performance and
engagement in Basic Calculus. It was participated by sixty Grade 11 learners in the Science,
Technology, Engineering and Mathematics (STEM) strand of Bukidnon State University
Secondary School, Malaybalay City during the second semester of the school year 2017-2018.
Lessons on differentiation and its applications were developed. Researcher-made academic
performance test and engagement scale were evaluated by a panel of experts and underwent
validity and reliability analysis. The gathered data were analyzed and interpreted using
appropriate statistical techniques: mean, standard deviation, frequency, percentage, one-way
analysis of covariance (ANCOVA) and paired t-test. The results revealed that the learners’
academic performance when taught using differentiated instruction was Very Satisfactory; while
learners taught with the conventional instruction was Fairly Satisfactory. There was a
statistically significant difference in the academic performance between the two groups of
learners, in favor of those taught with differentiated instruction. Moreover, the engagement level
of the learners in the experimental group was Moderate before and after the intervention, and
there was a statistically significant difference between them attributed to differentiated
instruction.

• pdf