UTILIZATION OF DIFFERENTIATED INSTRUCTION AND LEARNERS’ ACADEMIC ACHIEVEMENT

This study primarily aimed to evaluate the utilization of differentiated instruction and learners' academic achievement. This study utilized the descriptive-correlational research design involving 13 Grade V teachers as respondents of the study. With the aid of researcher-made and standardized questionnaire as the main instrument in gathering the data, the following findings were obtained: Most of the teachers are middle age, female, single, are assigned in barangay school, BS degree with MA units, have teaching experience of 9 years, and have attended trainings in division level. Of the three criteria on the extent of utilization of differentiated instruction, only “products” is always utilized, while both the “content” and “process” are often utilized. There was an increase in the learners' academic achievement from satisfactory to very satisfactory during the first and second quarter respectively. There is no significant relationship between the profile of the Grade V teachers and the extent of utilization of differentiated instruction. In the light of the findings derived from the study, it can be concluded that the extent of utilization of differentiated instruction on content and process is often, while products is always utilized.