Main Article Content
Differentiated instruction aims to meet the individual differences and learning styles of students through different classroom management strategies. This research study investigated the utilization of differentiated instruction and the enhancement of analytical thinking skills of Grade 7 students in Araling Panlipunan in Col. Lauro D. Dizon Memorial Integrated High School. This research study employed a quasi-experimental research design specifically a Pretest-Posttest Nonequivalent Groups Design. Two regular sections consisting of eighty (80) heterogeneously-grouped learners comprised the experimental group and control group. This study utilized a homogenous convenience sampling wherein two (2) equal groups of learners from two heterogenous sections were identified. The researcher constructed three self-made semi-detailed lesson plans to cover the first three weeks of third grading period incorporated with differentiated instruction approach. Survey questionnaire and pre-test and post-test were utilized. Frequency and percentage were utilized. Mean and standard deviation was also utilized. Pearson-moment correlation was used in measuring the perception of the respondents. Furthermore, Paired Samples T-test were utilized for the pre-test and post-test instrument. Findings of the study revealed that the students perceived the use of differentiated instruction as to content, process, product, and affect/environment as "observed". The experimental group performed better compared to the control group. There is a significant difference between the pre-test and posttest scores of both the control and experimental groups. There is no significant relationship between the perception on the use of differentiated instruction and the analytical thinking skills of students in Araling Panlipunan.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Tomlinson, C. A., & Doubet, K. (2005). Reach them to teach them. Educational Leadership, 62(7), 8-15.
Krathwohl, D. R. (2002). A revision of Bloom's tax-onomy: An overview. Theory into practice, 41(4), 212-218.
Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & analysis issues in field settings. Boston, MA: Houghton Mifflin.
Jhangiani, R. S., Chiang, I. C. A., Cuttler, C., & Leigh-ton, D. C. (2019). Research methods in psy-chology. Kwantlen Polytechnic University.
Bornstein, M. H., Jager, J., & Putnick, D. L. (2013). Sampling in developmental science: Situa-tions, shortcomings, solutions, and stand-ards. Developmental review, 33(4), 357-370.
García Herrero, S., & Fernández Guerrero, D. (2019). Differentiated instruction and the de-velopment of cognitive abilities in high-achieving and average-achieving students. Educational Research, 61(4), 404-424. doi: 10.1080/00131881.2019.1633676
Rosenzweig, E. Q., Harackiewicz, J. M., Hecht, C. A., Priniski, S. J., Canning, E. A., Tibbetts, Y., ... & Hyde, J. S. (2021). College students’ reasons for leaving biomedical fields: Disenchant-ment with biomedicine or attraction to other fields?. Journal of educational psychology, 113(2), 351.
Ash, S. L., & Cepeda, N. J. (2018). What are learners' perceptions of their thinking skills develop-ment? International Journal of Learning, Teaching and Educational Research, 17(7), 83-100.
Eren, A. (2017). The relationship between stu-dents' perceptions of learning environment and analytical thinking skills. International Journal of Instruction, 10(2), 17-32.
Woraprom, P., & Siwaraksa, P. (2019). Analytical thinking skills of Thai students: Exploring the perceptions and the associated factors. Ka-setsart Journal of Social Sciences, 40(2), 317-324.
DepEd Order No. 21, s. 2019, Policy Guidelines on The K To 12 Basic Education Program. De-partment of Education. Pasig City, Philip-pines.
World Economic Forum, V. (2020). The future of jobs report 2020. Retrieved from Geneva.