Meeting Learners’ Needs: The Effect of Differentiated Instruction on Grade 6 Araling Panlipunan Achievement

Abstract

This study primarily aimed to evaluate the utilization of differentiated instruction and its relationship to Grade 6 learners’ academic achievement in Araling Panlipunan. Specifically, it sought to determine the extent to which Araling Panlipunan teachers apply differentiated instruction in terms of content, process, and products, and to examine the academic performance of Grade 6 learners. A descriptive-correlational research design was employed in this study. The participants included Araling Panlipunan 6 teachers, and data were collected using researcher-made and standardized questionnaires. Descriptive statistics such as frequency, percentage, and mean were used to analyze teachers’ profiles and the extent of utilization of differentiated instruction. Correlational analysis was applied to determine the relationship between teachers’ profiles and the use of differentiated instruction. Findings revealed that most teachers are middle-aged, female, single, assigned to barangay schools, holders of a BS degree with MA units, with an average teaching experience of nine years, and have attended division-level trainings. Among the three criteria of differentiated instruction, “products” was always utilized, while “content” and “process” were often utilized. The academic performance of Grade 6 learners improved from satisfactory in the first quarter to very satisfactory in the second quarter. Moreover, there was no significant relationship between teachers’ profiles and the extent of utilization of differentiated instruction. In conclusion, differentiated instruction is applied to varying degrees, with products being the most consistently utilized. The study highlights the potential of differentiated instruction in enhancing learners’ academic achievement in Araling Panlipunan and provides valuable insights for teachers aiming to tailor instruction to meet learners’ diverse needs.