Differentiated Learning Style-Based Lessons Towards the Improvement of Learners&rsquo; Performance in English 5 at Bukal Elementary School, Buenavista II District, SchoolsDivision of Quezon

Marie Joy  Zamora,

Differentiated Learning Style-Based Lessons Towards the Improvement of Learners’ Performance in English 5 at Bukal Elementary School, Buenavista II District, SchoolsDivision of Quezon

Discipline: Education

Abstract:

This study sought to identify the learning styles of the Grade 5 learners along the visual, aural, reading and writing, and kinesthetic styles (VARK MODEL), and found out the scores in the pre-test and posttest results of the learners and proposed lesson exemplars for teachers in implementing lesson with differentiated learning-style to be used in the school/district. A quasi-experimental method of research was used in the completion of this research. The collected data were statistically analyzed, using percentage score, 90% - 100% interpreted as outstanding, 85%-89% very satisfactory, 80%-84% satisfactory, 75%-79% fairly satisfactory and below 75% did not meet expectations which were based on DepEd Order No.8, s.2015. On the other hand, the difference between the pre-test and post-test of the learners was statistically analyzed using paired sample t- test. The respondents of the study were the 37 grade 5 learners who answered assessments from validated lesson exemplars and adopted VARK questionnaire. Findings revealed that the majority of the respondents is composed of the aural while the minority was composed of the kinesthetic learning styles. The pretest scores of below 75%, Did Not Meet Expectations increased in the posttest with 90%, Outstanding. There was a significant difference in the pre-test and posttest scores in English 5 with the differentiated learning style-based lessons with (p-value = 0.001) at 0.05 and at 0.01 level of significance. And, the proposed lesson exemplar in differentiated instruction for English 5 should cater the identified learning style needs of the learners that are planned along the principle of equity in all parts of the lesson. Based on the conclusions, it was recommended that school/s use VARK tool to identify learners’ learning styles, vary the number of items and difficulty in the different types of tests that are aligned with the Proposed Supervisory Plan with Monitoring Tool and Lesson Exemplar