Author
Rubilyn B. Aspa*
Northeastern College, Santiago City, Isabela, Philippines
Abstract
Differentiated instruction has gained global attention as an inclusive approach to addressing diverse learner needs in mathematics education. However, its implementation and effectiveness in improving mathematics achievement among elementary pupils in the Philippine context remain insufficiently explored. This study examined the effect of differentiated instruction on the mathematics achievement of Grade 6 pupils in Legislative District 5, Isabela, using a descriptive-comparative design. A total of 80 respondents, comprising 40 school heads and 40 teachers, participated through purposive sampling. Data were collected using a validated questionnaire and analyzed using frequency, percentage, weighted mean, and t-test. Findings revealed that differentiated instruction strategies were very often utilized and perceived as very effective. Learning competencies under the MATATAG Curriculum were fully realized across all quarters. Despite strong agreement on its benefits, challenges such as limited resources and learners’ numeracy levels persist. A significant difference was found between the perceptions of school heads and teachers.
Keywords: Differentiated instruction, mathematics achievement, MATATAG curriculum, instructional effectiveness, learner diversity.
*Corresponding author/ Email: rubilyn.aspa@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502962
Recommended citation:
Aspa, R. B. (2026). Perceived effects of differentiated instruction on mathematics achievement of Grade 6 pupils in Legislative District 5, Isabela. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1082-1088. http://doi.org/10.69651/PIJHSS0502962
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