Development and Acceptability of Lesson Exemplars with Differentiated Instruction for Grade 7 Students

This study aims to develop and validate differentiated instructions according to the learning styles of grade 7 students in J. P. Laurel High School of the school year 2019–2020. This study utilizes descriptive-developmental method to develop lesson exemplars in mathematics utilizing differentiated instruction in accordance to the varied learning styles of the students. Inventory tools and questionnaires were given to the respondents in conducting the study and collected all the gathered results afterwards. The literatures of the study focuses on the definition of differentiated instructions, students’ learning styles, and effect of using differentiated instruction in lesson. The study was conducted on the sample of 35 grade 7 students of J. P. Laurel High School. The findings of the study revealed that the majority of the respondents are visual learners (51.42 %), followed by auditory learners (20 %), and kinesthetic and visual-auditory learners (14.29 %). In addition, the study revealed that the students scored higher in post-test than in pre-test after the conduct of the developed lesson exemplars using differentiated instruction. Moreover, the study also showed that there is a significant difference between the mastery level of the students in the pre-test and post-test when grouped according to their learning styles. The following are the recommendations based from the conclusions of the study: diversity of the students must always be considered in every learning situation. Without knowing the learners’ preferred learning styles (visual, auditory, or kinesthetic), parents or the learner himself may choose a curriculum that doesn’t meet the needs; use differentiated instructions and interventions that are compatible to the students’ learning styles to further enhance students’ achievements; teachers may formulate appropriate teaching pedagogy and develop understanding of curriculum content with regards to the varied learning styles of the students to i