Improving the Discussion on Weather Patterns and Seasons in the Philippines through Differentiated Instruction: A Quasi-Experiment

Zandro  O. Perez,; Cyril  Cabello,; Jingoy  D. Taneo,; Antonieta  Minyamin,; Ivy Joy  Agarpao,; Jovy Ann  Albarina,; Richa  Buaya,; Madelyn  Castillo,; Catherine  Tapales,; Diona  CrisBendulo,; Rosalie  Daligdig,; Cherry  Delicano,; Chabelita  Gallarde,; Niña Jean  Gedorio,; Rutchelyn  Jubahib,; Jocelyn  Lada,; Myra  LonaTeves,; Jessa Marie  Luardo,; Joubert  Melgazo,; John Robinson  Palanas,; Kathlen Mae  Peniones,; Narrah Mae  Ricarte,; Elsie  Sabillo,; France Leah Marie  Silvano,

Improving the Discussion on Weather Patterns and Seasons in the Philippines through Differentiated Instruction: A Quasi-Experiment

Discipline: Education

Abstract:

Academe has always been working on innovating diverse strategic instructions employed in the classroom to effectively transfer knowledge and achieve curriculum objectives. Academic intervention is vital in developing new and existing skills, thus motivating learners’ competence in this contemporary milieu. In the literature, little to no attention is given to improving classroom discussion using differentiated instructions. This study aimed to evaluate the efficiency of differentiated instruction as a method of teaching weather patterns and seasons of the Philippines to students among grade 6 learners at Moalboal Central Elementary School, Moalboal, Cebu, Philippines. This study utilized a quasi-experimental research design participated by 30 respondents in total for both experimental and controlled groups. A T-test was used as a statistical tool to analyze the degree of difference. In the pretest, the results showed that both groups' mean (11) were equal. The posttest showed a difference of three points from the controlled group's mean (10) to the experimental group's mean (13). Based on the data gathered, the conventional method displayed no significant difference (p-value 0.42), whereas the utilization of differentiated instruction implied that there is a significant difference (p-value 0.00) as a result. Hence, the intervention suggested can make a difference in elevating the students' learning experience. It is recommended to have this strategy employed in different topics to verify its effectiveness in improving classroom discussion.