St.

Paul University Philippines Tuguegarao City, Cagayan 3500 1

IMPACT OF USING DIFFERENTIATED INSTRUCTION IN

IMPROVING THE ACADEMIC PERFORMANCE IN SOCIAL
STUDIES OF GRADE-9 STUDENTS OF PIAT

NATIONAL HIGH SCHOOL

__________________________

A Research Proposal

Presented to the Faculty of the

Graduate School

ST. PAUL UNIVERSITY PHILIPPINES

Tuguegarao City

_________________________

In Partial Fulfillment

Of the Requirements in MCC 201 –

ADVANCE RESEARCH

_______________________

by

Bosi, Rovelyn B.

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St. Paul University Philippines Tuguegarao City, Cagayan 3500 2

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction

Classrooms are full of diverse learners in this

second decade of the 21st century, both culturally and
linguistically (Gregory & Chapman, 2013). Diversity is

common in every classroom, and in each room we can find

distinctive perspectives and characteristics of young
individuals ready and willing to learn, and teaching

diverse students is always a great challenge to every

educator. It is very crucial to the teachers to be mindful
on how the students learn best in order for them

to satisfy the needs of their diverse students (Gregory

&Chapman, 2013).

Teaching students that possess individual differences

and with the variety of learning styles really a big
responsibility of the teachers that need to develop and
enhance. Educators should consider the academic
differences of the learners to help them integrate the
content of the curriculum to their own lives and modify
the complexity of instruction so all students experience
learning success thus, making learning meaningful and
interesting to them (Subban, 2006). Having diverse
classroom and teaching diverse students will help discover
the many benefits and learning opportunities both for the
students and the teachers. For many years schools have
developed different ways to help students learn.

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Throughout time the education system has learned that

students come to school from a diverse population equipped
with multiple intelligences and a wide range of different

learning styles. Consequently, students have also been put

into programs such as Talented and Gifted (TAG) and
Special Education. In response to the varied behaviors of
these students, educators have developed different models
of instruction: cooperative learning, direct instruction,
inquiry based learning, constructivism and many others.

Differentiated Instruction

The term "differentiated instruction" is being used by

educators to communicate the diverse ways that students
learn.

In differentiated instruction, teaching is anchored

on the curriculum and on the student’s learning needs. The
learning goals are adjusted to the students’ learning
preference. A teacher who emphasizes creative and critical
thinking and the application of learning uses several
instructional formats and a variety of instructional
strategies. Nevertheless, the learning goals remain the
same for all students and the teachers emphasize mastery
of content and the skills. Primarily, in differentiated
instruction, the teachers’ use whole class instruction and
tends to employ similar instructional strategies from one
lesson to another (Tomlinson, 2012).

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St. Paul University Philippines Tuguegarao City, Cagayan 3500 4

Differentiated instruction isn’t simple and easy.

Most school rooms are stuffed with students, having
different educational skills and flexibility levels will
vary drastically. As academics attempt to satisfy every
student’s individual desire, differentiation is vital as a
result of it’s concerning giving additional opportunities
to students to grow their highest potential (Westman,
2018).

The genuine test lies in a manner to differentiated

curriculum and is connected with learning exercises while
not expanding and propagating an activity hole between the
adaptability of each understudy. In the event that
separation is mistakenly interpreted as meaning that an
instructor should hold lower desires for more vulnerable
understudies and constantly set them simpler learning
assignments, at that point the understudies can only fall
a ton of and increasingly behind. The real challenge is to
supply differentiated 'on-the-spot support' to individual
students all through the activities to adjust them to
associate with steady learning exercises and continue with
the peer group. (Graham et al., 2015).

Essentially, differentiating instruction means "teaching

creatively" or changing differently on how you deliver
instruction, and practice occurs in schools to improve
achievement of the students. Outward from conventional
classroom practices differentiating instruction includes a
lot of interactive collaborations that are information-
sophisticated and student-centered.

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In like manner, the ultimate goal of differentiation

of instruction is to recognize the characteristics and
meet the students learning style, to provide them with the
challenges.

As an educator, one must demand on changes that will

benefit all students. To validate the impact of
differentiated education on student’s performance, this
present study will closely have a look at classroom
practices that assist differentiation to determine if
differentiated educational strategies have an effect on
the comprehension of the students.

Review of Related Studies

According to a study entitled “DIFFERENTIATED

INSTRUCTION IN THE SECONDARY SOCIAL STUDIES CLASSROOM”
conducted Chad Christopher (2009), there was evidence of
student achievement with each of the instruction methods
used but there were a few consistent flaws that included
lack of control groups and the length of the study also
permeated issues that need further study. The fact that
there was no true empirical study specifically looking at
differentiated instruction in the secondary social

studies classroom was a concern.

The different aspects: readiness, interests and

learning profiles associated with differentiated
instruction by Carol Tomlinson were examined.

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St. Paul University Philippines Tuguegarao City, Cagayan 3500 6

Each aspect was looked at using research within a

differentiated instruction setting.

In a study entitled “Social Studies Teachers' Use of

Differentiated Instruction to Help Struggling Learners”
byNicole Waid (2016),the participants in the study used a
variety of different activities and strategies to
differentiate instruction for struggling students. The
social studies teachers use strategies such as:
integrating educational technology, student 136

collaboration, offering students choices, allowing

students time for independent work, teachers using real-
world examples, promoting positive student-teacher
relationships, teacher scaffolded instruction to add
support to students until they could complete tasks
independently, using review to reinforce content, and
using strategies that require students to find text-based

evidence.

The findings of this study showed that social studies

teachers perceived DI as an effective instructional tool
to use with struggling students to increase their

academic performance.

The findings of the study identified a need for

additional support within the school district in order to
implement DI in the classroom. There is also a need

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for additional resources and updated technology such as

projectors, laptops, and Chromebooks.

The findings of the study suggested that social

studies teachers who teach Grades 7–12 who receive
extensive professional development on DI and

integration of educational technology tended to focus more

on process than products when differentiating instruction.

The findings of this qualitative research study are

consistent with the scholarly literature about DI. Liftig
(2010) explained that DI is characterized by using
specific strategies and a host of learning activities that
will promote student learning. These

strategies must foster a respectful environment that

engages and challenges every student 137 (Tomlinson,
2003). Marzano (2003) gathered research on effective
teaching strategies. Marzano compiled a list of strategies
that affect student achievement like comparing and

contrasting information, summarizing information,

homework, cooperative learning, nonverbal representations,
setting objectives and providing feedback, and generating
and

testing hypotheses and questions. Most of the participants

in this study used different instructional strategies.
Teacher B and Teacher C asked students to summarize

information. Teachers A, D, and F gave students the

opportunity to work collaboratively on some tasks. The
participants in this study who took a student-centered

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St. Paul University Philippines Tuguegarao City, Cagayan 3500 8

approach to teaching tended to offer more feedback to

students because of the formative assessments that they
used in their instruction.

There are six guiding principles found throughout the

literature and authors emphasized these common themes for
teachers to follow (Hamdan & Mattarima, 2012; Manning et
al.,, 2010; Reeves & Stanford, 2009; Reis et al., 2011; ):
(a) know and understand the students, (b) create a
comfortable learning environment, (c) provide proactive
not reactive curriculum, (d) maintain high student
expectations, (e) vary assessment, and (f) share
responsibilities. Tomlinson (2013) offered similar ideas
about the effects of differentiated curriculum. Tomlinson
explained that teachers plan student engagement throughout
the lesson; provide opportunities for pretest assessments;
use effective methods for students to know, understand,
and do lesson content; promote high student expectations;
and prepare students for posttests.

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Theoretical or Conceptual Framework

INPUT PROCESS OUTPUT

Differentiated
Instructions
Administer DI’s Impact Of
 Think-Pair- through an online Using the
Share Strategy platform, pre-
Differentiated
test and post-
 Reflection and test. Instruction In
Goal-setting Improving The
Exercises Academic
 Journal Performance In
Social Studies
 Small group-
of the Grade 9
big group
discussions
students.

Statement of the Problem

This study aimed to determine the effects of using

differentiated instruction in improving the academic
performance of grade-9 students in Social Studies.

Specifically, it sought to answer the following:

1. What is the profile of the participants in terms

of?

1.1 Age

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St. Paul University Philippines Tuguegarao City, Cagayan 3500 10

1.2 Sex

[Link] are the mean scores of the learners in the

pretest and post test?

3. Is there a significant difference in the score of

the participants before and after the use of the
intervention?

4. What are the plans of action as regards to using

differentiated instructions in improving the academic
performance of the Grade 9 students in Social
science?

Hypothesis

There is a significant difference in the pretest and

the post test upon delivering the topic using
Differentiated Instruction.

Scope and Delimitation

Out of 235 grade 9 students of Piat National High

School, 40 students were used as sample in conducting the
differentiated instruction and the pre-test and post-
test.

This study limits its coverage on the grade 9-St.

Monica students only. It’s main purpose is to identify the
impact of using differentiated-instruction in improving

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their academic performance in Social Studies, and to

propose possible ways to improve student’s learning
outcomes.

Definition of terms

Many of the terms in this paper will be familiar to the

readers, but I would like to clarify some grade levels and
the key working term of the paper:

1) Differentiated instruction is defined by Tomlinson

(2005), a leading expert in this field, as a
philosophy of teaching that is based on the premise
that students learn best when their teachers
accommodate the differences in their readiness
levels, interests, and learning profiles.

2) Readiness will be referred to in this paper as a

student's ability and willingness to move above their
current level. Are they prepared to be pushed to a
new stage of learning?

3) Interests will be defined in terms of what a

student likes with task and specific content within a
subject area.

4) Learning profile refers to a student's preferred

mode of learning that can be affected by a number of
factors, including learning style, intelligence
preference, gender, and culture.

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St. Paul University Philippines Tuguegarao City, Cagayan 3500 1

CHAPTER II
METHODOLOGY
Research Design
The purpose of this quantitative study was to examine
a sample of grade 9 students to determine the impact of
differentiated instruction in their Academic Performance
in Social Studies.

This study will make use of the One Group Pretest-

Post-test Experiment Research Design to look into the
effectiveness of using Differentiated Instruction among
Grade 9 learners of Piat National High School for school
year 2021-2022.

Participants of the Study

This study will involve the 30 Grade 9 learners of Piat

National High School from employing total enumeration or
taking all the learners of the said section as
participants of the study using random sampling.

Instrumentation

The means of collecting the data will be the pretest and

post test in a virtual class discussion in Social Studies.
The DI’s will be employed after the pretest to enhance the
performance of the learners.

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Data Gathering Method

The first thing to do is to seek the approval of the

higher authorities. After that is the orientation of the
parents and learners wherein they have to sign the
agreement if ever they want to include their children in
the said intervention.

Taking into account the present situation, the 30

item pretest in a form of questionnaire will be
administered to the students via google forms at the
beginning of the competency to serve as a benchmark. All
the students will be given an hour to finish the pretest.
After that, the proponent will immediately get the result
of the said pretest for record purposes.

The intervention will be introduced throughout the

duration of discussing the competency chosen.

After the implementation of the intervention, a 30-

item post test in the form of questionnaire will be
administered via google forms, to see if there is
improvement. The time given for the students to accomplish
it will be one hour.

The result of the pretest and post test will be

recorded, analyzed, compared, interpreted if there will be
significant difference; and if the performance of the
learners is improving or not. Monitoring tools will be

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utilized to track the academic progress of the

participants.

Plan for Data Analysis

1. Mean and standard deviation will be used to describe

the pretest and post test scores of the learners.

2. Paired Sample T-Test will be used to determine the

significant difference between the pretest and post test
scores of the learners.

3. Cohen’s d will be used to determine the effect size of

DI in improving the students academic performance in
Social studies.

4. Thematic analysis will be using inductive approach will

be used to identify the plans of action in order to
improve/sustain/maximize the utilization of the
intervention.

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St. Paul University Philippines Tuguegarao City, Cagayan 3500 1

CHAPTER III

RESULTS AND DISCUSSIONS

(Data gathering is yet to be conducted, waiting for the

approval of my proposal)

REFERENCES

Christopher, C.A. (2009) Differentiated instruction in the

secondary social studies classroom .

Pascua, M. (2021), Improving the Vocabulary skills of

Grade 9 learners of Piat National High School.

Tomlinson, C. A. (2001a). Differentiated instruction in the

regular classroom. Understanding Our Gifted, 14 (]), 3-6.

Tomlinson, C. A. (2001b). How to differentiate instruction

in mixed ability classrooms (2nd ed.). Alexandria:
Association for Supervision and Curriculum Development.

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Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan C.,

Moon, T., Brimijoin, K., Conover, L., & Reynolds, T.,
(2003). Differentiating instruction in response to student

readiness, interest, and learning profile in academically

diverse classrooms. A Review of Literature Journal for the
Education of the Gifted 27(2/3), 119-145

Tomlinson, C. A. (2004a). Differentiation in diverse

settings. School Administrator, 61(7), 28-33.

Tomlinson, C. A. (2005). Grading and differentiation:

Paradox or good practice? Theory into Practice, 44(3),
262-269.

Waid,N. (2016) Social Studies Teachers' Use of

Differentiated Instruction to Help Struggling Learners.

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