Addressing students learning gaps in mathematics through differentiated instruction
Hernalyn G. Aguhayon, Roselyn D. Tingson & Jupeth T. Pentang
Abstract
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.
Keywords
action research, confidence, instructional intervention, mathematics education
Author information & Contribution
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
Disclosure statement
Funding
Institutional Review Board Statement
AI Declaration
Notes
Acknowledgement
References
Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341-358. https://doi.org/10.1111/1467-8578.12177
Ariyanti, G., & Santoso F. (2020). The effects of online mathematics learning in the COVID-19 pandemic period: A case study of senior high school students at Madiun City, Indonesia. Mathematics Teaching Research Journal, 12(3), 4-11.
Azizah, A., Kusmayadi, T., & Fitriana, L. (2021). The effectiveness of the software GeoGebra to improve visual representation ability. Journal of Physics: Conference Series, 1808(1), 012059.
Azucena, L. J. R., Gacayan, P. J. L., Tabat, M. A. S., Cuanan, K. H., Pentang, J. (2022). GeoGebra intervention: How have students’ performance and confidence in algebra advanced? Studies in Technology and Education, 1(1), 51-61. https://doi.org/10.55687/ste.v1i1.17
Bhagat, K., Chang, C., & Chang, C. (2016). The impact of the flipped classroom on mathematics concept learning in high school. International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan, 19(3), 134-142.
Cabigao, J. R. (2021). Improving the basic writing skills of grade 7 learners in Filipino: An action research in Filipino language. Shanlax International Journal of Education, 9(3), 67-71. https://doi.org/10.34293/education.v9i3.3815
Capuno, R., Necesario, R., Etcuban, J., Espina, R., Padillo, G., & Manguilimotan, R. (2019). Attitudes, study habits, and academic performance of junior high school students in mathematics. International Electronic Journal of Mathematics Education, 14(3), 547-561. https://doi.org/10.29333/iejme/5768
Çiftçi, Ş. K., & Yıldız, P. (2019). The effect of self-confidence on mathematics achievement: The meta-analysis of trends in international mathematics and science study (TIMSS). International Journal of Instruction, 12(2), 683-694. https://doi.org/10.29333/iji.2019.12243a
Civitillo, S., Denessen, E., and Molenaar, I. (2016). How to see the classroom through the eyes of a teacher: consistency between perceptions on diversity and differentiation practices. Journal of Research in Special Educational Needs, 16(1), 587-591. https://doi.org/10.1111/1471-3802.12190
Department of Education (DepEd). (2019). S.Y. 2017-2018 National Achievement Test (NAT) results and analysis. Regional Memorandum, 1-20. 2018-NATIONAL-ACHIEVEMENT-TEST-NAT-610-12-RESULTS-AND-ANALYSIS-.pdf (deped.gov.ph)
Deunk, M., Smale-Jacobse, A., De Boer, H., Doolaard, S., and Bosker, R. (2018). Effective differentiation practices: a systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31-54. https://doi.org/10.1016/j.edurev.2018.02.002
Foster, C. (2016). Confidence and competence with mathematical procedures. Educational Studies in Mathematics, 91, 271-288. https://doi.org/10.1007/s10649-015-9660-9
Hosein, A., & Harle, J. (2018). The relationship between students’ prior mathematical attainment, knowledge and confidence on their self-assessment accuracy. Studies in Educational Evaluation, 56, 32-41. https://doi.org/10.1016/j.stueduc.2017.10.008
Janssen, F., Westbroek, H., & Doyle, W. (2015). Practicality studies: How to move from what works in principle to what works in practice. Journal of the Learning Sciences, 24(1), 176-186. https://doi.org/10.1080/10508406.2014.954751
Kunhertanti, K., & Santosa, R. H. (2018). The Influence of students’ self confidence on mathematics learning achievement. IOP Conf. Series: Journal of Physics: Conference Series, 1097, 1-6. https://doi.org/10.1088/1742-6596/1097/1/012126
Kyriakides, L., Creemers, B., Charalambous, E. (2018). Quality and equity dimensions of educational effectiveness: An introduction. Policy Implications of Research in Education, 8, 1-38. Springer. https://doi.org/10.1007/978-3-319-72066-1_1
Mahdy, M. A. (2020). The impact of COVID-19 pandemic on the academic performance of veterinary medical students. Frontiers in Veterinary Science, 7, 594261. https://doi.org/10.3389/fvets.2020.594261
Mbugua, Z. K., Muthomi, M. (2014). Effectiveness of differentiated instruction on secondary school student’s achievement in mathematics. International Journal of Applied Science and Technology, 4(1), 116-122. https://karuspace.karu.ac.ke/handle/20.500.12092/1684
Mullis, I., Martin, M., Foy, P., Kelly, D., & Fishbein, B. (2019). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center, Lynch School of Education and Human Development, Boston College and International Association for the Evaluation of Educational Achievement (IEA), 9.
OECD. (2019). Programme for international students’ assessment (PISA) results from PISA 2018. OECD 2019, 1(3), 1-12. https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf
Parsons, S., Vaughn, M., Scales, R., Gallagher, M., Parsons, A., Davis, S. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205-242. https://doi.org/10.3102/0034654317743198
Peteros, E., Gamboa, A., Etcuban, J. O., Dinauanao, A., Sitoy, R., & Arcadio, R.M. (2020). Factors affecting mathematics performance of junior high school students. International Electronic Journal of Mathematics Education, 15(1), 2-13. https://doi.org/10.29333/iejme/5938
Pentang, J. (2021). Impact assessment and clients’ feedback towards MATHEMATICS project implementation. International Journal of Educational Management and Development Studies, 2(2), 90-103. https://doi.org/10.53378/346107
Pentang, J., Bautista, R., Pizaña, A., & Egger, S. (2020). Mathematical needs of Laura Vicuña learners. Western Philippines University Graduate Journal, 5(1), 78-82.
Roy, A., Guay, F., and Valois, P. (2013). Teaching to address diverse learning needs: Development and validation of a differentiated instruction scale. International Journal Inclusion Education, 17, 1186-1204. https://doi.org/10.1080/13603116.2012.743604
San Juan, R. (2019). Deped welcomes PISA results, recognizes ‘gaps’ in education quality. PhilStar global. https://www.philstar.com/headlines/2019/12/04/1974229/deped-welcomes-pisa-results-recognizes-gaps-education-quality
Schleicher, A. (2016). Teaching excellence through professional learning and Policy reform: Lessons from around the world. International Summit on the Teaching Profession, OECD Publishing. https://doi.org/10.1787/9789264252059-en
Schmid, R., & Petko, D. (2019). Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students? Computers and Education, 136, 75-86. https://doi.org/10.1016/j.compedu.2019.03.006.
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontier in Psychology, 10, 1-23. https://doi.org/10.3389/fpsyg.2019.02366
Sooknanan, J., & Seemungal, T. (2023). Mathematics education in the time of COVID-19: A public health emergency exacerbated by misinterpretation of data. Teaching Mathematics and its Applications: An International Journal of the IMA, hrac025. https://doi.org/10.1093/teamat/hrac025
Spitzer, M., & Musslick, S. (2021). Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic. PLoS ONE, 16(8), 1-16. https://doi.org/10.1371/journal.pone.0255629
Suprayogi, M. N., Valcke, M., and Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291-301. https://doi.org/10.1016/j.tate.2017.06.020
Tomlinson, C. (2014). The differentiated classroom. Responding to the needs of all learners (2nd ed.). ASCD. https://books.google.com.ph/books?hl=en&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&ots=AgpolQfemt&sig=9NdXRMw4plEuFeE4K8XuG6CqxZo&redir_esc=y#v=onepage&q&f=false
Tomlinson, C. (2015). Teaching for excellence in academically diverse classrooms. Society, 52, 203-209. https://doi.org/10.1007/s12115-015-9888-0
Torres, R. C. (2021). Addressing the learning gaps in the distance learning modalities. ResearchGate, 1-4. https://www.researchgate.net/publication/352551820_Addressing_the_Learning_Gaps_in_the_Distance_Learning_Modalities
Udofia, N. A., & Uko, M. P. (2018). GeoGebra and secondary school students’ performance in mathematics in Akwa Ibom north-west senatorial district of Nigeria. International Journal of Mathematics and Statistics Studies, 6(4), 1-14.
UNESCO. (2017). A guide for ensuring inclusion and equity in education. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000248254
Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation, 45, 17-26. https://doi.org/10.1016/j.stueduc.2015.02.005
Valiandes, S., & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22(1), 123-138. https://doi.org/10.1080/13664530.2017.1338196
Van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., Van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51-67. https://doi.org/10.1080/09243453.2018.1539013
Wilkinson, S. D., & Penney, D. (2014). The effects of setting on classroom teaching and student learning in mainstream Mathematics, English and Science lessons: A critical review of the literature in England. Educational Review, 66(4), 411–427. https://doi.org/10.1080/00131911.2013.787971
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
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
