35

Chapter 3

METHODOLOGY

This chapter presents the research methodology, including the research

design, research locale, respondents/participants of the study, research instruments,

data collection methods, and data analysis procedures.

Research Design

The study will employ a descriptive-comparative research design, which is a

type of quantitative research that compares two or more groups based on specific

variables to identify differences or similarities (Creswell, 2014). This design is

appropriate for examining the understanding and implementation of Differentiated

Instruction (DI) among Central elementary teachers, as it allows for an objective

comparison of their knowledge and practices. By using this approach, the study can

identify variations in DI implementation across different groups of teachers, serving

as a basis for recommending teacher capability-building programs (Fraenkel &

Wallen, 2019).

Research Locale

This research will be conducted in the Southern Districts of the Eastern

Samar Division, specifically in the Central elementary schools from Lawaan,

Balangiga, Giporlos, Quinapondan, General MacArthur, Hernani, Llorente,

Maydolong, Balangkayan, Salcedo, Mercedes, and Guiuan.

This location was picked because it offers a wide spectrum of urban and rural

schools, offering a wealth of teaching experiences and student performance

 36

outcomes. The location is also easily accessible, and the chosen schools will indicate

that they are open to taking part in the research.

Respondents of the Study

The focus of the study will be 428 teachers from Central elementary schools

who are either with-experienced or currently using differentiated instruction (DI).

Using sampling techniques, a total of 207 teachers will serve as the respondents of

the study. The information about the number of teachers per schools is presented in

the table 1 below.

Table 1. List of Respondents Per Central Schools

Schools Population % Sample

General Mc Arthur, Central Elementary 9.11
39 19
School
Giporlos Central Elementary School 42 9.81 20
Salcedo Central Elementary School 29 6.78 14
Lupok Central Elementary School 30 7.01 15
Guiuan East Central Elementary School 50 11.68 24
Mercedes Central Elementary School 11 2.57 5
Lawaan Central Elementary School 34 7.94 16
Quinapondan Central Elementary School 29 6.78 14
Balangiga Central Elementary School 33 7.71 16
Bagtong Central Elementary School 12 2.80 6
Hernani Central Elementary School 19 4.44 9
Llorente Central Elementary School 28 6.54 14
Sulangan Central Elementary School 16 3.73 8
Maydolong Central Elementary School 37 8.65 18
Balangkayan Central Elementary School 19 4.44 9
Total 428 100.0 207

Sampling Technique

Slovin’s formula in conjunction with stratified random sampling would be the

two sampling strategies used for this study to ensure well-representation and

accuracy. Slovin's formula will be utilized to determine the appropriate sample size,

which is commonly used when the population size is known but the sampling frame is

large (Yamane, 2020). Total sample size will be computed using the formula:
 37

N
n= 2
1+ N e

where, n = sample size

N = total population size

e = margin of error that is set to 5%

Using the formula above, the computation or calculated sample size is:

N
n= 2
1+ N e

428
n=
1+(428) ¿ ¿

428
n=
1+(428)(0.0025)

428
n=
1+(1.07)

428
n= ¿
2.07 ¿

n=207

Furthermore, stratified random sampling will be used to ensure that

subgroups, such as teachers with varying years of experience, educational

backgrounds, and training in Differentiated Instruction (DI), are proportionally

represented in the sample (Etikan & Bala, 2017). This approach will enhance the

reliability of the study by capturing diverse perspectives on the understanding and

implementation of DI, leading to more accurate and generalizable findings. Stratified

random sampling is especially relevant in this context to ensure that differences in

teaching practices and DI implementation across various strata of teachers are

adequately investigated.

Research Instrument
 38

The Differentiated Instruction Questionnaire (DIQ), adapted from Carol Ann

Tomlinson’s work on Differentiated Instruction as cited by Whipple (2012), will be

used to assess teachers' understanding and implementation of DI. This instrument

includes closed-ended and Likert-scaled items designed to quantify teachers'

responses regarding their level of DI implementation and understanding. The DIQ

has demonstrated strong psychometric properties, with a reliability score (Cronbach's

alpha) of 0.85, indicating high internal consistency. Furthermore, the instrument has

undergone content and construct validity testing, ensuring that it accurately

measures the intended concepts (Whipple, 2012).

A survey-questionnaire will be used as the instrument of the study which

consists of three parts. The first part will be about the demographic profile of central

elementary teachers. On the second part, it involves a survey-questionnaire about

the understanding of teacher about DI which will be adopted from the study of Carol

Ann Tomlinson (2010) as cited by Whipple (2012). The last part of the questionnaire

will be about the implementation of DI by the teachers from different central schools

in the Southern part of Eastern Samar. The second of the questionnaire shall be

answered by the respondents using varied options such as (1) Not Important, (2)

Somewhat important, (3) Fairly important, and (4) Very important. Likewise, Part III of

the questionnaire shall be answered using the following description: (1) Hardly

ever/never do this, (2) Sometimes or used in a few occasions, (3) frequently use, and

(4) use intentionally and often.

Data Collection

Prior to data gathering, the researcher prepared an informed consent letter to

be given to the Division Office of Eastern Samar, to the principal and school head of

all the identified school, and to the respondents of the study, utmost confidentiality

will be highly emphasized in the letter of consent.

 39

The data collection process will occur in two phases: First, the DIQ will be

distributed to the selected central elementary teachers. The survey will be

administered either online or in-person, depending on the teacher’s preference and

availability.

The mathematics test will be administered to the students of the participating

teachers to assess their mathematics performance. The test will be conducted under

standardized conditions to ensure validity and reliability.

Questionnaires will be distributed personally to the concerned participants to

ensure 100% retrieval.

Measurement of Variables

The following variables will be used in the study and will be measured for

further understanding:

Age. The following categories will be used;

Scale Description

5 46 years old and above

4 36 – 45 years old

3 31 – 35 years old

2 26 – 30 years old

1 18 – 25 years old

Sex. This will be coded as follows;

1 Male

2 Female

Educational Attainment. This will be coded and described as follows;

Code Description

5 Doctorate degree (completed)

4 Doctorate degree with units

 40

3 Master’s degree (completed)

2 Master’s degree with units

1 Bachelor’s degree

Teaching Position. This will be coded and interpreted as;

Code Description

7 OIC/ Head Teacher

6 Master Teacher III

5 Master Teacher II

4 Master Teacher I

3 Teacher III

2 Teacher II

1 Teacher I

Length of Teaching Experience. This will be coded and described as follows;

Code Description

5 21 years and above

4 16 – 20 years

3 11 – 15 years

2 6 – 10 years

1 0 – 5 years

Number of Trainings Attended. This will be treated and described as follows:

Code Description

5 9 or more trainings

4 7 – 8 trainings

3 5 – 6 trainings

2 3 – 4 trainings

1 0 – 2 trainings
 41

Knowledge of Differentiated Instruction. This will be coded and described as

follows;

Code Mean Description

4 3.50 – 4.00 High Knowledge

3 2.50 – 3.49 Average Knowledge

2 1.50 – 2.49 Low Knowledge

1 1.00 – 1.49 Poor Knowledge

Level of Implementation of Differentiated Instruction. This will be coded and

described as follows;

Scale Mean Description

4 3.50 – 4.00 Consistently & Thoroughly Implemented

3 2.50 – 3.49 Regularly Implemented

2 1.50 – 2.49 Occasionally Implemented

1 1.00 – 1.49 Rarely Implemented

Data Analysis

The data to be gathered will be analyzed in two separate ways.

Quantitative data specifically descriptive statistics, such as frequency, mean, and

standard deviation, will be employed to summarize and describe the central

tendencies and variability in the teachers' understanding and implementation of DI. In

addition, t-test will be used to compare the means between two groups of teachers,

such as those with and without prior training in DI, or those from different school

districts. The t-test is appropriate in a descriptive-comparative research design

because it helps determine whether there is a statistically significant difference

between the groups on the variables of interest (Kim, 2015). This will allow the study

to assess the extent to which differences in DI implementation are associated with

specific factors, such as training, teaching experience, or educational background.

 42

The level of significance of the study was set at 0.05 for rejecting and accepting the

null hypotheses.

Finally, data corresponding to qualitative research will be analyzed using

thematic analysis. Transcripts from the teacher interviews will be coded and analyzed

for emerging themes related to their experiences with DI, including challenges,

perceived benefits, and its impact on student engagement. Patterns will be identified

to understand common challenges teachers face when implementing DI in

mathematics.