EFFECTS OF DIFFERENTIATED INSTRUCTION ON THE GRADE 11 STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS

The study aimed to determine the effects of the utilization of Differentiated Instruction on the Academic Performance of the Grade 11 students of Del Gallego National High School, First Semester, School Year 2019-2020. The study employed true experimental research design involving the Solomon Four-Groups Design using Control and experimental group. Data used in this study came from four sections of Grade 11 learners (n=40 both experimental and control groups). A self-made testpaper was utilized; the statistical tools includes z-test for dependent and independent populations and One-Way ANOVA. The study revealed that the performance of the four groups in the post-test differs significantly, and the experimental groups performed Very Satisfactorily. With such, it is recommended that said teaching strategy can be used by mathematics teachers in improving the academic performance of learners and teachers should develop other lesson exemplars integrating Differentiated Instruction in other Grade Level to engage students in activities using the strategy.