Paper Contents
Abstract
AbstractThis study explores the effectiveness of differentiated instruction on the academic performance of elementary school pupils, recognizing the growing need for responsive and inclusive teaching strategies in diverse classroom settings. A quasi-experimental research design was employed, involving two groups of elementary pupils: a control group (n25) and an experimental group (n25). Academic performance was measured using pre-test and post-test assessments. The control group received traditional instruction, while the experimental group was taught using differentiated instructional strategies tailored to various learner needs and abilities. Pre-intervention assessments indicated similarly low academic performance in both groups. Following the intervention, the experimental group demonstrated a notable increase in mean post-test scores (21.74, Approaching Proficiency) compared to the control group (20.47, Developing). Statistical analysis revealed a significant difference between pre-test and post-test results (t -5.32, p 0.025), and an effect size of Eta 0.389, highlighting the substantial positive impact of differentiated instruction on academic outcomes. The findings suggest that differentiated instruction significantly enhances academic achievement by accommodating diverse learning needs. This approach encourages teachers to adopt flexible, student-centered methods, resulting in higher engagement and deeper understanding among learners. The study emphasizes the importance of ongoing professional development in differentiated instruction and calls for further qualitative research to investigate classroom dynamics and the experiences of both teachers and students. Integrating differentiated instruction into standard educational practice is recommended to advance academic success for all pupils.Keywords: Differentiated instruction, academic performance, elementary pupils, quasi-experimental, inclusive teaching
Copyright
Copyright © 2025 Jhon Del D. Villaflor. This is an open access article distributed under the Creative Commons Attribution License.
