EXTENT OF USAGE AND EFFECTIVENESS OF EMPLOYING

DIFFERENTIATED INSTRUCTION IN TEACHING SHS - TVL IN SELECT

SECONDARY SCHOOLS IN BULA DISTRICT III: BASIS FOR A PROPOSED

ACTION PLAN
 Chapter l

The Problem and its Background

Introduction

Differentiated Instruction emerged in teaching the Technical-Vocational-

Livelihood. It emphasizes that teaching must be accompanied with real life tasks

and goals at par and based on the skills, talents and capabilities of learners. The

main objective of a differentiated instruction approach is that learners should

actively participate, cooperate and communicate when performing the task

(Arikunto, 2019). However, many learners cannot excellently excel in their

respective TVL classes. The differentiated instruction introduced a new wide-

ranging model for teaching TVL which is different from traditional teaching

methods and it helps teachers to introduce new lesson formation. When students

are involved in an enthusiastic environment, their interest in learning is so

effective (Bermudo, 2018). The differentiated instruction approach is the

substitute approach to solve the barriers in teaching TVL which help learners to

learn TVL lessons by tasks and activities based on their chosen skills and

talents. Teachers should have the confidence that differentiated instruction

teaching TVL lessons provides the atmosphere for a healthy learning process

with minimum effort. The TVL activities and tasks play a dominating role to get

the significant outcome that comprises learners in comprehending, manipulating,

producing or interacting using the target knowledge and skills (Asoka, 2018).

At any given time there are certain trends in TVL education that influence

both teaching and learning. One of the latest trends is differentiated instruction

teaching TVL which emphasizes the use of authentic skills for teaching and

learning TVL lessons through meaningful tasks. The differentiated instruction

provides opportunities for learners to involve themselves in the target skills

through specific tasks. In the differentiated instruction approach, the tasks

provide the main context and focus for learning experience, and they encourage

their own skills and talents similar to the way lessons are used outside of the

classroom (Ellis, 2017). The differentiated instruction is a learner-centered

approach emphasizing on purposeful learning to learn where the teacher helps

learners to build extra skills.

The emergence of the differentiated instruction approach for teaching TVL

is connected to what became known as the current trends in teaching. The word

'task' is often used here to refer to the special kind of activities carried on in the

classroom (Pedernal, 2017). Such activities are characterized by the process of

doing things (how) vs. the prevailing role given to the content (what) in the

teaching practice of that decade.

Moreover, the most important responsibility of the teachers is to create

conditions for learners to be engaged in meaningful situations. Based on DepEd

Memorandum 173 series 2019, differentiated instruction in schools also plays an

important role in academic success. Research shows that there are many

reasons for differences in student performance. Luz (2018) emphasizes that

many Filipino learners do not have the necessary habits to study. As she pointed

out

This paper tries to seek the possibilities to assess the effectiveness of

differentiated instruction approaches in teaching Technical-Vocational-Livelihood

to students in Bulan District III. The paper describes the dimensions and

effectiveness of differentiated instruction. It then introduces the institutional

contexts in which the cognitive competence subject is offered, and the goals of
this particular subject matter. This paper concludes with some remarks on the

strengths and the limitations of applying a differentiated instruction in teaching

TVL. Furthermore, this also reveals the current problems which result in the poor

acquisition of learning competence of the students. The findings from this study

will prove the effectiveness of differentiated instruction in the teaching and

learning process. It is on the premise that the researcher came up with an action

plan that will enhance the learning competencies of the Grade 12 SHS students

in learning TVL through differentiated instruction.

Theoretical Framework

According to the differentiated instruction learning theory, interaction

provides learners with an opportunity to receive feedback on the level of their

comprehension, which results in negotiated modification of conversation with

their speech partners that leads to comprehensible input, which, in turn, is

necessary for successful learning. (Long, 2022).

The cognitive theory on learning stipulates that learner performance has

three basic aspects: fluency, accuracy, and complexity. Fluency refers to the

learner’s capacity to communicate in real time, accuracy to the learner’s ability to

use their knowledge according to its norms, and complexity to the learner’s ability

to use more elaborate and complex learning structures and forms (Skehan,

2021). These three aspects can be influenced by engaging learners in different

types of production and activities. To do so, it is necessary to identify what

differentiated instruction types, variables, and dimensions promote fluency,

accuracy, and complexity in learners and use them accordingly. These three

aspects of learner performance are important for both effective learning (fluency

and accuracy) and progress and development (complexity).

 The educational theory behind differentiated teaching comes from

constructivist theorists such as John Dewey, Piaget, and Jerome Bruner

(Hobson, 2018). Erickson (2018) and Wiggins and McTighe (2018) put forward

constructivist theoretical underpinnings that address many elements of

differentiated education. For example, the “understanding by design” model uses

multiple assessment methods, integrates different resources, and seeks to create

a teaching that gives students a clear understanding of what they are learning.

Howard Gardner (2018) theorizes that learners have different modalities of

intelligence and that effective teaching is designed to reach learners through

locations that correspond to their domains of intellectual ability. presented. The

theory of learning style variation is based on the concept that individuals tend to

perceive and process information differently (McCarthy & McCarthy, 2018).

These studies concluded that students who were presented with non-challenging

learning activities were less motivated and less able to concentrate. Students

who were given tasks that were too difficult for their abilities resulted in lower

achievement and lower self-esteem. More recently, Tomlinson (2018) showed

that the level of complexity or independence required to complete a task can

improve both student performance and student attitudes.

Another theory that will be serving as the foundation of this study is the

multiple intelligences theory. This theory states that human beings possess

various intelligences aside from the verbal and logical skills that can be

measured through traditional instruments. In order to capture the full range of

abilities and talents that people possess, Howard Gardner proposed his multiple

intelligences theory. Gardner’s theory suggests that there are eight different

types of intelligence that humans may possess. Among these are the logical-
mathematical, verbal- linguistic, bodily- kinaesthetic, visual- spatial, musical,

natural, interpersonal and intrapersonal intelligences.

Conceptual Framework

For the objectives of the study to be attained, a research paradigm was

developed as shown in this section.

INPUT PROCESS OUTPUT

 Figure 1. Research Paradigm

This framework presents the paradigm of the study which is to present the

classification of the variables considered in the piece of work. The paradigm

consists of the input, throughput, output, and the feedback of the study.

Specifically, the input variable on the left side represents the input data

and was considered as the predetermined variables in the study. These include

the Profile of the respondents in terms of age, gender, years of service, highest

educational attainment and employment status. It also includes the extent of the

use of differentiated instruction in the teaching of Technical-Vocational-Livelihood

in the subject in terms of content, process, product, and learning environment.

Lastly, the inbox frame houses also the perceived effectiveness of employing

differentiated instruction in the teaching of Technical-Vocational-Livelihood in

terms of students’ development in the following domains cognitive, affective and

psychomotor.

Next, the second box represents the process involved such as collecting

data using questionnaire, analysis of the data gathered and statistical treatment

data.

Lastly, the right box represents the output of the study. It appraises the

Significant relationship between the profile of the respondents and the extent of

usage of differentiated instruction in teaching of Technical-Vocational-Livelihood

as well as the significant relationship between the extent of usage and

effectiveness of differentiated instruction in teaching of Technical-Vocational-

Livelihood. The other is the implication of the findings of the study to the

development of the Action Plan.

Statement of the Problem

This study aims to design the proposed action plan on research writing for

the TVL teachers in select secondary schools.

Specifically it will seek answers to the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Gender;

1.3 Years of Service;

1.4 Highest Educational Attainment; and

1.5 Employment Status?

2. To what extent is the use of Differentiated Instruction in teaching TVL in

terms of:

2.1 Content;

2.2 Process;

2.3 Product; and

2.4 Learning Environment?

3. Is there a significant relationship between the profile of the respondents

and the extent of usage of Differentiated Instruction in teaching TVL?

4. How effective is employing of Differentiated Instruction in teaching TVL in

terms of students’ development in the following domains:

3.1 Cognitive;

3.2 Affective; and

 3.3 Psychomotor?

5. Is there a significant relationship between the extent of usage and

effectiveness of Differentiated Instruction in teaching TVL?

6. Based on the findings of the study, what action plan on Differentiated

Instruction in teaching TVL may be proposed?

Hypotheses

1. There is no significant relationship between the profile of the respondents

and the extent of usage of differentiated instruction in teaching of

Technical-Vocational-Livelihood.

2. There is no significant relationship between the extent of usage and

effectiveness of differentiated instruction in teaching of Technical-

Vocational-Livelihood.

Scope and Limitation of the Study

The scope of the study will cover the assessment of the respondents on

the effectiveness of differentiated instruction in teaching Technical-Vocational-

Livelihood to SHS 10 students in Bulan District III. The study includes the profile

of the respondents in terms of age, gender, years of service, highest educational

attainment and employment status. It also includes the discussion on the extent

of the use of differentiated instruction in the teaching of Technical-Vocational-

Livelihood in the subject in terms of Content, Process, Product and Learning

Environment. The study also reveals the perceived effectiveness of employing

differentiated instruction in the teaching of Technical-Vocational-Livelihood in

terms of students’ development in the following domains: Cognitive, Affective and

Psychomotor. Moreover, the study will find out if there is a Significant relationship

between the profile of the respondents and the extent of usage of differentiated

instruction in teaching of Technical-Vocational-Livelihood as well as if there is a

significant relationship between the extent of usage and effectiveness of

differentiated instruction in teaching of Technical-Vocational-Livelihood. In the

end, an action plan on differentiated instruction may be proposed to further

enhance the teaching and learning of Technical-Vocational-Livelihood.

In addition, since the study will be limited to the secondary public school

SHS students from the Bulan District III, thus, it will not cover any other public

secondary schools outside the aforementioned locale of the study.

Significance of the Study

The researcher will be able to extend the findings as well as the learnings

from the study to the following:

To the Learners with the aid of this study, they will be able to realize the

importance of academic competence to their academic performance with the

help of differentiated instruction. This will help them enhance their academic

comprehension and at the same time boost their confidence in presenting their

activities in the class.

To the Teachers, they can be informed about the real situations of the

students in relation to their learning abilities. With this study, they can think of

other methods or strategies that can be found effective in teaching the lessons

that are aligned with the competencies. The results of this study will surely

increase the learning comprehension and performance of the students that will
help them in better understanding of the lesson with the aid of differentiated

instruction .

To the School Heads, through the results gathered, they will be able to

examine and analyze the learning difficulties encountered by the learners that

deter their performance. In this regard, they will also be able to suggest plans of

actions or give necessary activities that will suit the learners’ capability in

improving their academic competence with the aid of differentiated instruction.

To the researcher and future researchers. As an TVL teacher this study

might help her to develop more creative ways of teaching the subject. In addition,

it has the potential to provide important suggestions to improve standard and

quality of performance of the students.

Definition of Terms

The following terms used in the study are defined conceptually and

operationally for better understanding.

Differentiated Instruction. It is the process of figuring out how each

student learns best and then adjusting the education to suit that learning style.

Extent of Use. This pertains to the range, distance, or space that is

covered or affected usage of something or included in something

Learning. This pertains to the process of gaining knowledge, information,

and skills through experience and study.

Learning Activities. This pertains to the activities designed or deployed

by the teacher to bring about, or create the conditions for learning.

 Learning Program. This pertains to the plan of work which guides

activities, assessment and achievement of critical and learning outcomes of

teaching and learning within an outcomes-based framework.

Level of Effectiveness. This pertains to the degree to which objectives

are achieved and the extent to which targeted problems are solved.

CHAPTER II

Review of Related Literature and Studies

 This chapter showed the conceptual and literature review gathered by the

researchers in various materials. It helped to support the topic and also to

formulate the study by its concepts.

Foreign Literature

Differentiation is a difficult and perhaps baffling topic. Differentiated

instruction is not a teaching approach or a method of instruction. It's a manner of

approaching education that encourages starting students where they are rather

than following a predetermined course of action that disregards student

readiness, interest, and learning style. It is a mode of thinking that questions the

way educators normally think about curriculum, classroom roles, use of time,

teaching, and evaluation (Brown, 2022).

Differentiation necessitates that teachers reassess all aspects of the

structures and operations of the classroom, as opposed to simply giving a

preplanned set of teaching tactics. With differentiation, the teacher's position

shifts from that of classroom leader to that of facilitator of time and space and

student assessor. Instead of teaching knowledge that only she has access to, the

teacher's primary responsibility is to assist pupils in becoming actively involved in

and responsible for their own learning (Cabalquinto, 2022).

Prejoles (2022) claimed that "Differentiation" is a phrase that is frequently

used without clear understanding of what it really means. These

misunderstandings need to be cleared up in order to comprehend the

fundamental ideas that underlie this method of instruction. First, differentiation

does not involve giving pupils a wide range of unconnected activities. Instead, it

is effective instruction concentrated on important concepts and abilities built on

those principles. It should be a struggle for all pupils, regardless of aptitude or

readiness, to comprehend these fundamental concepts.

Another prevalent misunderstanding, according to Ohno (2019), is that

differentiated instruction requires teachers to design unique assignments for

each student. This is not only unmanageable, but it is also poor practice because

kids need opportunities to collaborate as well as work independently. Instead,

teachers need to offer a variety of linked, carefully thought-out teaching activities

that are based on regular evaluations of students' strengths and shortcomings.

Teachers can modify the curriculum in light of student diversity after they have a

firm understanding of what their students' needs are.

On the other hand, Cascallar and Henning (2019) claimed that it is

obvious for teachers to comprehend what differentiation is and is not in order to

construct a differentiated classroom. This analysis focuses on some of the most

important issues for educators who are starting to think about taking on the

challenge of redesigning their strategy to fit a diverse student body. This myth is

addressed first because differentiated education is sometimes mistaken for the

now-defunct, completely unmanageable idea of personalized instruction. Aside

from that, underlying concepts and theories are covered, such as the significance

of assessment-based learning, curricular differentiation, and differentiation based

on student differences. This idea is also briefly discussed because there is an

enormous body of research devoted to differentiation for gifted kids;

nevertheless, because there is already so much information available, it is not

the main emphasis of this review. The challenges of designing a differentiated

classroom are then highlighted.

 According to Widdowson (2021, differentiated education resembles the

individualized training that became popular in the 1970s, according to

Widdowson (2021). Both strategies acknowledge and value each student's

uniqueness, but differentiation is considerably more thorough and manageable

than individualized training. Students learned according to their unique skill levels

and learning objectives under the personalized teaching paradigm. They took an

active role in their own education by studying at their own pace and in a manner

that suited them. Each student received individualized instruction at their own

pace on a variety of topics and abilities. There was a loss of whole-class

instruction and group interaction because each student was exclusively

accountable for his or her own work.

Teachers frequently made an effort to differentiate learning goals,

techniques, resources, and pace for each and every student. This kind of

instruction could easily turn into the instructor's worst nightmare from a

management perspective (Ur, 2022).

According to Swain (2022), differentiated instruction is easier to handle

since teachers don't try to teach each student in the classroom anything unique;

instead, it "focuses on meaningful learning or powerful ideas for all students." Not

one activity per student, but a variety of options are planned by the instructor. On

any given day, the teacher may work with the entire class, small groups, one or

two students, or a combination of all three, as opposed to creating isolated

activities.

Differentiated classrooms follow a number of similar tenets, according to

Levelt (2022). First, the teacher establishes for each student specific learning

objectives and high standards. Second, the ideas of personal development and

striving for the best are crucial. Third, education is based on evaluation; teachers
plan classes based on what their pupils already know and what they still need to

learn. Finally, differentiation in instruction is proactive rather than reactive.

Instead than creating a lesson for everyone and then modifying it when some

students struggle with it, teachers design lessons to meet the diverse

requirements of their pupils. "In a differentiated classroom, the teacher plans and

implements varied approaches to content, process, and product in anticipation of

and response to student differences in readiness, interest, and learning needs,"

says the National Board for Professional Teaching Standards.

According to Skehan (2018), students frequently decide whether they

want to work in a small group or on their own. The student's content and skill set,

however, are determined by the teacher's constant assessment of the student's

needs. To scaffold students' learning with the right materials and settings,

teachers must be aware of their students' skill levels. According to this notion,

assessment-based differentiated education is a must. Instead of discovering

what is lacking after the unit is over, assessment becomes a habit that enables

the needs of the students to be met throughout the course.

Local Literature

These continual evaluations ought to gauge both the lessons that the

students have learnt and their remaining deficiencies. Having said that, there are

a plethora of ways to go about doing this. There isn't much agreement on how

children should be evaluated, but evaluations should always be differentiated

based on how each child is being taught the curriculum. The teacher is

considerably more likely to have a clear and accurate picture of each student's

needs and accomplishments when evaluation is strongly rooted in what is

happening in the classroom (Bygate, 2020).

 According to Graham-Marr (2022), identifying the students' academic

skills, interests, and viewpoints is the first step in effective differentiation.

Lessons and scaffolds are built with the aid of formative evaluations, thinking

styles inventories, and surveys in order to strategically address needs. The

content and skill areas where a student suffers are frequently the subject of data

collection. But this information doesn't give a complete picture of the learner. A

skilled student writer, for instance, understands how to construct cohesive

messages, and it could be helpful to view the large picture of a math chapter

before proceeding with the chapter's subsections in order. He or she starts to see

how the parts fit into the overall scheme of things.

By utilizing one academic strength, a student develops the confidence

they need to address their weaknesses in another subject or area of study.

Learning profile cards offer a way to compile information about students'

academic prowess, passions, and subject-area insights. After they finish the

cards, the teacher will have a way to differentiate the learning opportunities.

Like adults, students are more likely to put forth effort when they are

involved in decision-making. Giving options is one strategy. When the student

voice is valued, differentiation is deeper. Include their feedback in the process of

learning and demonstrating outcomes. Giving pupils the academic standards

used to evaluate the targeted content and associated concepts is an important

first step. They can choose how to show profound comprehension by using the

academic requirements as a guide. For instance, when studying cells, the goal

might be to have pupils comprehend the three-dimensional model's depiction of

the cell's structure and function. The type of materials utilized shouldn't matter if

the learning objectives are obvious and achievable. What matters is that the

pupil, having put forth the notion (Shehadeh, 2022).

 According to Willis (2022), teachers must take into account the types of

activities they arrange for their students because children in today's schools are

getting more diverse academically. Considering the students' choice of learning

task based on their readiness, interest, and profile will help us focus on the level

and degree of obstacles of these activities.

According to Nunan (2022), implementing differentiated instruction in the

classroom will present the students with a variety of learning chances that

ultimately resulted from the teacher's initiative to differentiate the lesson, the

procedures, and provide support to their students' output. Therefore, according to

Lynch and Maclean (2018), students' differences should be taken into account

when selecting what lessons students need to learn, how quickly they should

learn them, and how much teacher support they need. When teachers

differentiate instruction by identifying each student's starting place for their

learning experience, children will obtain explicit descriptions of information,

comprehension, and abilities.

According to Ellis (2018), when teachers differentiate their lessons, they

are deliberately and consciously working to make all pupils more accessible,

regardless of their color, gender, ethnicity, language, or range of cognitive ability.

Therefore, it can be claimed that teachers can have a more inclusive teaching

attitude with the aid of DI, which may lead to them becoming a more effective

teacher.

According to Richards and Rodgers (2019), differentiated instruction was

successful and had a good impact on the characteristics of the varied students.

According to Scott's study from 2022, kids' learning has increased as a result of

education that is differentiated depending on the students' preferred learning

styles. As a result, students are more aware of their preferred learning

preferences and feel more confident using them to acquire knowledge.

Additionally, according to Smith (2022), after their favorite learning technique was

incorporated into the instruction, students' test outcomes dramatically improved.

Instead of using traditional teaching tactics, pupils performed substantially better

when they were taught using learning style techniques. This simply indicates that

an improvement in students' learning accomplishment will also occur when pupils

are differentiated based on their requirements and specific learning outcomes

Darman (2022).

While differentiation is commonly acknowledged to be a crucial

instructional strategy for all students, as it is anticipated to boost each student's

learning, Mortel (2022) found that there is insufficient information regarding the

precise relationship between differentiation and student learning. Wether (2022)

emphasized that because the impacts of differentiation vary by school and by

instructor, it is challenging to assess the possible effects of varied instruction on

student achievement.

Differentiated instruction is a viable technique for enhancing education,

according to Asoka (2022) and Lincoln (2021). They contend that the secret to

academic success in a traditional class for all children is differentiated instruction.

Therefore, educators who employ a differentiated instructional strategy and are

aware of their students' differences or learning requirements should make sure to

provide the proper teaching techniques and make the most of the teaching

resources to aid the students in achieving their academic objectives (Horton,

2021).

Foreign Studies
 According to Gerald (2022), differentiated instruction learning, when

applied to teaching TVL skills, can help students by placing them in real-life

situations where reading is necessary to accomplish a specific task. The

differentiated instruction has the advantage of making students use their skills at

their current level and developing knowledge through their use. It has the

advantage of focusing students' attention on achieving a goal,

A task for a differentiated instruction is a work plan that requires students

to process knowledge pragmatically to produce an outcome that can be

evaluated in terms of any correct or appropriate propositional content. The aim of

the differentiated instruction is to create a real purpose for knowledge use and to

provide a natural context for learning. Students prepare for the task back to the

task and study the lesson that naturally arises from the cycle of tasks and its

accompanying materials (Masoud, 2022).

Lee (2022) discovered a differentiated instruction as a classroom activity

or exercise that has a goal achievable only through interaction between

participants, a mechanism for structuring and sequencing the interaction, and a

focus on the exchange of meanings. The components of a differentiated

instruction learning framework guide teachers to effectively follow the steps of

instruction because differentiated instruction learning uses sequences that are

different from other teaching methods.

In Hoa's (2022) study, a differentiated instruction to teaching TVL

prepared students to complete tasks in a way that promotes acquisition. She

described the importance of 'framing' the task to be done and suggests that one

way to do this is to provide advanced insight into what students will be required

to do and the nature of the outcome they will achieve.

 Sae-ong (2022) emphasized the importance of presenting a differentiated

instruction task in a way that motivates students. In addition, he suggests that

task preparation should include strategies to inspire students to complete the

task.

Wall (2022) explained in his study that for differentiated instruction, the

teacher introduced and defined the topic, used activities to help students

recall/learn useful words and phrases to ensure that they understood the

instructions to the task. . Students also have roles including writing down useful

words and phrases from pre-task activities and/or individual preparation for the

task.

According to Willmore (2022), the differentiated instruction cycle involved

in teaching skills referred to the 'methodological options' or 'task options'

available to the teacher in the task stage. Various options were available

regarding how the differentiated instruction task was to be performed.

Jacob (2022) reiterated in his study that the differentiated instruction

phase closes the cycle of tasks in teaching skills. Students took full notes on the

skills used plus responses and reactions to the lesson. Positive reactions

increase motivation, self-confidence and encourage them to put in more effort in

the future. Students presented their reports to the class or showed their written

reports. The teacher acted as chairman, choosing who would speak and read the

written reports. They also provided brief feedback on content and form.

According to Agora (2022), differentiated instruction focus has three main

pedagogical goals: a) To provide an opportunity for repeated performance of the

task. b) Encourage reflection on how the task was performed. c) Encourage

attention to form, especially problematic forms that show that students have

completed the task.

 Good learning skills can be achieved through constant practice. It can be

improved by using different tasks to improve students' academic competence.

The study was conducted to clearly discuss the features of differentiated

instruction learning in improving students' learning skills and other proposed

activities that could be used as tools to develop their skills (Zeth, 2021).

In his study, Moore (2020) reiterated that differentiated instruction in

teaching skills facilitates better understanding of the subject by encouraging the

student to complete assigned tasks. A supervisor—a teacher or parent—can

immediately gauge a child's understanding of his ability to complete tasks and

take things forward. Some theories also suggest that not every child can succeed

simply by listening to material in a lecture format.

Children are learners rather than passive recipients of information. To

begin with, differentiated instruction applied to teaching simply means that the

child takes an active role in his own learning, where he learns by doing. Tools

like 3D models, experiments, puzzles, flashcards, role play methods and so on

are used to engage the child where they learn by being involved in these

activities. The level and subjects differ from year to year and learning is the result

of the activity in which the child participates (Rendel, 2020).

Local Studies

According to Santiago (2022), by making the child actively involved in his

own learning, the differentiated instruction model of teaching encourages

students to be independent, analyze the task, think critically and solve the

problems they come across. final learning. Engaging in these tasks encourages

the child to be more inquisitive and develop analytical and problem-solving skills.
 Students who participate in differentiated instruction activities can improve

their ability to retain and recall information. Herera (2022) explained that it also

builds students' self-esteem and develops understanding through group work.

Activity is said to be the language of the child. A child who lacks verbal

expression can cope by using ideas in an activity. The study said that

"developing knowledge at the time of learning" by sharing facts and ideas

through discussion and answering questions "enables subsequent retrieval". This

form of elaboration strengthens the understanding of the subject and makes it

easier to remember.

Bonifacio (2022) discussed that differentiated instruction is an extremely

fun and engaging method that helps a child learn in a unique and creative way;

whether at home or at school. In fact, they were so engaging that a child might

even skip their favorite cartoon show on TV because of it. It also helped reduce

screen time.

Based on the results of Lingao's (2022) study, differentiated instruction

encouraged the child to learn through experimentation and exploration. Sensory

experiences and activity made learning better and more effective. This led to an

exciting journey of discovery and better understanding.

Carandang (2022) found that differentiated instruction was a child-

centered approach. It was a method in which the child was actively involved

mentally and physically. Learning by doing was the main goal of this method.

She mentioned that in task-based learning, students willingly and enthusiastically

internalized and implemented concepts relevant to their needs.

Differentiated instruction activities for reading skills can be used to meet

the different learning needs and styles of your students and effectively engage a

diverse class in the process. In general, grouping students together for task-
based learning enabled them to: solve real-life problems that require real-life

solutions, appeal to students who have difficulty understanding abstract

concepts, participate in small- and large-group instruction, help students who do

not excel during solo work grasp new material, talk about their ideas and

challenge each other in a constructive way, giving participatory students the

opportunity to excel and problem solve using the range of content you provide –

such as videos, audio recordings, news articles and other applicable materials,

allowing the lesson to appeal to different learning styles (Fernando, 2022).

According to Imperial (2022), by engaging the child in multiple

differentiated instruction tasks or activities, this technique allows the child to

improve in providing and analyzing reading as mentioned earlier. These skills not

only help the child in their studies, but also come in handy outside of the

educational environment. The child becomes an active investigator and tries to

understand the world around him. A child learns to think independently and find

solutions from an early age in different kinds of scenarios.

Since the child learned by performing tasks independently or in groups,

these activities always instilled in him a sense of confidence. The child learned to

rely on his own understanding and skills and felt more confident; not only in the

educational environment, but also outside it (Delfinado, 2022).

In fact, differentiated instruction and its application was a process where

students actively engaged in the learning process rather than passively

absorbing lectures. It was based on the basic premise that learning should be

based on doing some hands-on experiments and activities rather than just

teaching lessons. Task-based learning included hands-on reading activities

engaging in problem-solving analysis, synthesis, and evaluation (Cruz, 2020).

 In addition, Rivera (2020) also found differentiated instruction is a strategy

that engaged students in doing things and thinking about the things they did, if

the child was given the opportunity to explore the learning environment by

himself. optimal learning environment, their learning became joyful and long-

lasting. In this learning approach, teachers acted only as facilitators and students

were at the center of the learning process through their highly engaged activities

and discussions.

Synthesis

The various related literature and studies provided the researcher useful

insights and perspectives in the undertaking and improvement of the present

study. They served as modified guidelines and support backed-up in determining

the effectiveness of differentiated instruction in teaching.

The studies of Gerald (2022), Masoud (2022), Lee (2022), Sae – Ong

(2022), Willmore (2022), Darwin (2022), Agore (2022), Zeth (2021), Moore

(2020), Rendel (2020), Santiago (2022), Herera (2022), Bonifacio (2022), Lingao

(2022), Carandang (2022), Fernando (2022), Imperial (2022), Delfinado (2022),

Cruz (2020) and Rivera (2020) were similar to the present study because they

dealt with the effectiveness and beneficial effects of DI in the field of teaching.

However, having emphasized the similarities of their studies to the

present, their works were found to be different in terms of respondent’s locale,

the methods used and the procedure in conducting the study.

On the other hand, the literature and studies collected and presented were

different and contradicting the present study in terms of selection of respondents

specifically in terms of validation and evaluation of their demographic profile.

Furthermore, the present study was contradicting too in terms of research design

and sampling technique used.

 Chapter III

Research Methodology

This chapter presented the research design, respondents of the study,

sampling design, data gathering instrument, data gathering procedure, and
statistical treatment of data.

Research Design

This study will use a descriptive method to assess the effectiveness of

differentiated instruction in teaching Technical-Vocational-Livelihood to SHS

students of Bulan District III. The researcher will utilize the descriptive-

correlational method of the study that could describe data and characteristics

about the population or the phenomenon being studied. The researcher will also

utilize the descriptive-correlational method of research because it is the most

appropriate method to determine if there is no significant relationship between

the profile of the respondents and the extent of usage of differentiated instruction

in teaching of Technical-Vocational-Livelihood as well as if there is no significant

relationship between the extent of usage and effectiveness of differentiated

instruction in teaching of Technical-Vocational-Livelihood.

According to Stamoulis (2020), the descriptive-correlational method of

research aims to measure a relationship between two or more variables. The

goal of descriptive-correlational methods of research is to identify predictive

relationships by using correlations or more sophisticated statistical techniques.

Respondents of the study

The respondents of the study covers the teachers of the Bulan District III

teaching Technical-Vocational-Livelihood subject.

Table A
Distribution of Respondents
School Teachers Total Grade 12 Sample Size Total Number
Students G12 of
Respondents

TOTAL

Bulan District III has a total of ____ Grade 12 TVL teachers. The total

number of Grade 12 SHS students is ____ and with the use of sample size

computation being calculated according to the formula: n = [z2 * p * (1 - p) / e2] /

[1 + (z2 * p * (1 - p) / (e2 * N))] where: z = 1.96 for a confidence level (α) of 95%,

p = proportion (expressed as a decimal), N = population size, e = margin of error,

necessary to achieve a certain confidence interval in terms of computing for

sampling a population, when combined all together, a total number of ___

respondents will be considered and selected as the participants of this study.

The researcher will gather the information through administration of survey

questionnaires to the said and chosen participants of the aforementioned study.

Meanwhile, ergonomics in the school process are not included because the study

focuses only on the brand image and student satisfaction.

 The participants of the study will comprise of both male and female

respondents who are currently employed and involved in the said locale of the

study. Their demographic profile will be assessed accordingly using the survey

questionnaire.

This study will use a purposive sampling technique since the information

or the data needed in the study were very much accessible and convenient for

the researchers considering the location or venue of the study. One of the best

things about purposive sampling is the ease of assembling the sample. It is also

considered as a fair way of selecting a sample from a given population since

every member is given equal opportunities of being selected. Purposive sampling

is the basic sampling technique where researchers select a group of subjects (a

sample) for study from a larger group (a population).

The subjects will be selected just because they are easiest to recruit for

the study. In all forms of research, it would be ideal to test the entire population,

but in most cases, the population is just too large that it is impossible to include

every individual. This was the reason why most researchers rely on sampling

techniques like purposive sampling, the most basic of all sampling techniques.

Many researchers prefer this sampling technique because it is fast, inexpensive,

easy and the subjects are readily available (Segokgo, 2018).

Locale of the Study

The researcher will use the Bulan District III as the locale of the study. The

said division comprises the following schools

namely__________________________________________________________
________________________________________________________________.

The respondents of the study covers the teachers of the Bulan District III

teaching Technical-Vocational-Livelihood subject.

Research Instrument

The researcher will use three main data gathering instruments:

Part 1 will be based on the “Profile of the Respondents”.

Part 2 will be focusing on the “Extent of Use of Differentiated Instruction”

Part 3 is all about the “Effectiveness of Employing Differentiated

Instruction”

The questionnaire will be constructed based on a four-point likert scale

including: Very Great Extent (VGE), Great Extent (GE), Less Extent ( LE) and No

Extent At All (NE) for the Extent of Use of Differentiated Instruction, Highly

Effective (HE), Effective (E), Less Effective (LE) and Not Effective (NE) for the

Effectiveness of Differentiated Instruction.

The data gathering instrument which will be used in this study will follow

the construction, validation and administration phases of the questionnaire.

Validity of the Instrument

The preliminary draft of the questionnaire will be presented to the thesis

adviser for the corrections and revisions. All the corrections will be incorporated

in the finalization of the questionnaire. To ensure the validity of the research

questionnaire, the initial draft will be presented to the researcher's adviser and
three experts in the field. Their comments and suggestions will be taken into

careful consideration and incorporated into subsequent drafts. This iterative

process will continue until the final version of the instrument is completed,

ensuring that the questionnaire accurately measures the variables of interest and

is suitable for use in the study.

Reliability of the Questionnaire

The reliability of the questionnaire will be established through a pilot

testing or reliability test. Cronbach's alpha coefficient will be used to assess

the internal consistency of the questionnaire. The results will be analyzed,

tabulated, and interpreted. Based on the findings, the questionnaire will be

deemed to be reliable and appropriate for use in the study, ensuring that the

data collected from the participants are accurate and trustworthy.

Data Gathering Procedure

After the approval of the topic, the researcher will decide to finally work on

it. The researcher will start to look for the materials vital for the exploration of the

topic.

To be able to construct the questionnaire, the researcher will browse the

internet and will read books, previous researches and journals. After obtaining

the needed information, the researcher will start to form the questionnaire.

Validation will come subsequently.

The researcher will personally administer and retrieve the filled-up

questionnaires. Tabulation of scores and the results will be given the proper

statistical treatment.
Statistical Treatment Data

Descriptive statistics will be used in describing the profiles of respondents.

The data will be shown in frequency tables:

For the Extent of Use of Differentiated Instruction:

SCALE VERBAL INTERPRETATION

3.50-4.00 Very Great Extent

2.50- 3.49 Great Extent

1.50-2.49 Less Extent

1.00- 1.49 No Extent

For the Effectiveness of Differentiated Instruction:

SCALE VERBAL INTERPRETATION

3.50-4.00 High Effective

2.50- 3.49 Effective

1.50-2.49 Less Effective

1.00- 1.49 Not Effective

 The data will be collected, tabulated, analyzed and interpreted using

relative frequency, weighted mean, percentage and ranking.

Percentage and Frequency Distribution. This will be used to determine

the profile of the respondent teachers

Weighted Mean. This is the sum of the values in the data group divided

by the number of values. This will be used to determine the assessment of the

respondents on the Extent of Use of Differentiated Instruction in the Teaching of

Technical-Vocational-Livelihood and the Perceived Effectiveness of Employing

Differentiated Instruction in the Teaching of Technical-Vocational-Livelihood.

T-Test, to determine if there is a significant difference in the respondents’

extent of the use of differentiated instruction when grouped according to profile

as well as if there is a significant difference in the respondents’ perceived

effectiveness of the differentiated instruction when grouped according to profile.

Ethical Consideration

The participants of the study will be assured that all proceedings would be

treated with utmost respect and confidentiality. In the survey questionnaires,

putting the name of the participants will be optional. Participants will be informed

that all answers elicited from them will be kept confidential and will not be used in

any forms of research or public discussion.

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