PANTAO

(International Journal of the Humanities and Social Sciences)

ISSN 3028-0877 | e-ISSN 3155-6043

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PANTAO, an International Journal of the Humanities and Social Sciences, with ISSN 3028-0877 | e-ISSN 3155-6043, is an annual journal that serves as a scholarly platform dedicated to the exploration and dissemination of research in the disciplines of humanities and social sciences.

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Early childhood teachers’ competence in multigrade differentiated instruction: Differentiated instruction plan

Author

Emelyn Artajo*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

The study assessed the competence of early childhood teachers in multigrade Differentiated Instruction in Borbon District, Borbon, Cebu during the school year 2025–2026, as a basis for developing a differentiated instruction plan. The study was conducted at Borbon Cebu with purposive-random sampling used to over 100 teacher respondents. The questionnaire used in the study was adapted from Bunga (2025). The study employed statistical tools such as the weighted mean, simple percentage, and pearson product-moment correlation r. Findings indicated that the respondents are mostly middle to late career teachers, predominantly female, with many having graduate-level education and participation in professional development activities. They are generally moderately experienced, with fewer at the early and advanced stages of teaching service. Early childhood teachers demonstrate high competence in implementing multigrade differentiated instruction across instructional planning, delivery, and classroom management. They effectively design differentiated lessons, use varied instructional strategies and materials, and maintain active learner engagement while managing diverse classroom interactions. Age, educational attainment, training and seminars, and teaching experience are significantly related to teachers’ competence in multigrade differentiated instruction, showing positive associations. In contrast, sex has a low and non-significant relationship, indicating that most profile variables except sex are meaningfully linked to competence. Early childhood teachers experience a high level of challenges in implementing multigrade differentiated instruction, particularly in managing classroom behavior among learners of varying ages and developmental levels. They also find it difficult to allocate sufficient time for individualized instruction for each learner. Based on the findings, the researcher recommends the development and implementation of a differentiated instruction plan.

Keywords:  Major in Early Childhood Education, inclusive early childhood, multigrade instruction, descriptive method, differentiated instruction plan, Borbon, Cebu.

*Corresponding author / Email: emelyn.artajo@gmail.com

Recommended citation:
Artajo, E. (2026). Early childhood teachers’ competence in multigrade differentiated instruction: Differentiated instruction plan. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 377-394.

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