The study aimed to determine if differentiated instruction effectively addresses learning gaps in mathematics. In particular, it explored how it can improve the student’s learning gaps concerning mathematical performance and confidence. The study employed a quasi-experimental design with 30 purposively-selected Grade 10 participants divided into differentiated (n = 15) and control groups (n = 15), ensuring the utmost ethical measures. The mean and standard deviation were used to describe the participants’ performance and confidence. Independent samples t-tests were used to determine the significant differences in the performance and confidence between the two groups. In contrast, dependent samples t-tests were used to determine the significant differences in each group’s pre and posttest performance and confidence. Findings bared that the differentiated instruction successfully addressed students’ performance in mathematics even in a short period. It also increased the participants’ confidence when answering fundamental problems. Continuing differentiated instruction activities are recommended since it benefits students who struggle in mathematics, particularly in answering fundamental operations. Differentiated teaching activities in mathematics can boost academic achievement and engagement and prepare students for future success while fostering a positive and inclusive classroom culture that values individual learning needs and preferences.
action research, confidence, instructional intervention, mathematics education
Hernalyn G. Aguhayon. Western Philippines University, Puerto Princesa City & Tabon National High School, Quezon, Palawan, Philippines
Roselyn D. Tingson. Western Philippines University, Puerto Princesa City & Madarcos Elementary School, Balabac, Palawan, Philippines
Jupeth T. Pentang. Corresponding author. Western Philippines University, Puerto Princesa City & Wesleyan University - Philippines, Cabanatuan City, Philippines. Corresponding email: jupeth.pentang@wpu.edu.ph
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Cite this article:
Aguhayon, H.G., Tingson, & Pentang, J.T. (2023). Addressing students learning gaps in mathematics through differentiated instruction. International Journal of Educational Management and Development Studies, 4 (1), 69-87. https://doi.org/10.53378/352967
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