EFFECTIVITY OF DIFFERENTIATED INSTRUCTION (DI) TOOL IN TEACHING SCIENCE 7

A Research Paper
Presented to
The Faculty and Staff of
CRESENCIO S. LAGO NATIONAL HIGH SCHOOL
Purok Ipil-Ipil, Poblacion, Marihatag, Surigao Del Sur

In Partial Fulfillment of the Requirement in

Practical Research and Inquiry, Investigation & Immersion

For the Academic track of General Academic Strand

YENG B. ABIERA
ZANDER T. SALGADO
ANGIEROSE C. RINUPAL
MARINELA R. GASCON
LORENA B. UNDAYOY
SHEERY P. SEBUALA

DECEMBER 2024

1
2
 APPROVAL SHEET

This research entitled “EFFECTIVITY OF DIFFERENTIATED INSTRUCTION (DI)

TOOL IN TEACHING SCIENCE 7”. In partial fulfillment of the requirements in
PRACTICAL RESEARCH AND INQUIRY, INVESTIGATION & IMMERSION has been
examined and recommended for Research Oral Defense.
RESEARCH ADVISORY COMMITTEE

RANIELJOHN A. SAMPIANO,LPT,MPA,MAEd,PhD(Units)
Chairman

CHAYEL CHEN B. CURADA, LPT, MALFLT(Cand)

Co-chairman

MARYFEL S. MORENO, LPT LEANMARX A. TEJANO, LPT

Panel Censor Member

WELFREDO JR. L. YU,LPT,EdD,PhD PHIL L. RAÑEZ, LPT, MST Math(Unit)

Adviser/ Research Panel statistician

APPROVED by the Committee on Research Oral Defense with the grade of PASSED.
PANEL OF EXAMINERS

RANIELJOHN A. SAMPIANO,LPT,MPA,MAEd,PhD(Units)
Chairman

CHAYEL CHEN B. CURADA, LPT, MALFLT(Cand)

Co-chairman

MARYFEL S. MORENO, LPT LEANMARX A. TEJANO, LPT

Panel Censor Member

WELFREDO JR. L. YU,LPT,EdD,PhD PHIL L. RAÑEZ, LPT, MST Math(Unit)

Research Adviser Panel statistician
______________________________________________________________________
ACCEPTED and APPROVED in the partial fulfillment of the requirements in
PRACTICAL RESEARCH AND INQUIRY, INVESTIGATION & IMMERSION of
GENERAL ACADEMIC STRAND.

Proposal Defense: May 10, 2024

Oral Defense: December 12, 2024

WELFREDO JR. L. YU, LPT, EdD, PhD JOSELITO G. QUIJADA, RCE,PhD

Research Coordinator Principal III/School Head

ii
 ACKNOWLEDGEMENT

The researchers would like to express their sincere gratitude to everyone

who has given their time, expertise, and assistance. Researchers are grateful to

everyone who has supported the researchers during their journey. Nevertheless,

they would like to thank those students who have supported our research by

answering our survey questionnaire politely.

Special thanks to : Dr. Welfredo Jr. Yu, Dr. Randy Avila, Ms. Chayel Chen

B. Curadal, Mr. Leanmarx Tejano; Ms. Maryfel S. Moreno,Mr. Phil L. Ranez, Mr.

Raniel John A. Sampiano.

Additionally, the researchers profoundly appreciate the panelists for their

advice and support as suggested. The researchers would also like to thank Dr.

Joselito Quijada, the principal of Cresencio S. Lago National High School, whose

viewpoint has improved their comprehension of the research, along with the staff,

teacher adviser, and students. Furthermore, they would like to sincerely thank

Mr. Mike Clyde Alima for letting the researchers borrow the computer laboratory’s

laptop so they may carry on with their study without being restricted by

technological devices. The researchers also express gratitude to their family and

friends, who provided advice and comments for the study. The researchers

express profound thanks to the Almighty God for the wisdom bestowed upon

them throughout the research work.

The Researchers

iii
 DEDICATION

This research paper is sincerely dedicated to the individuals whose

unwavering support and encouragement have been instrumental throughout

this academic journey. The researchers expressed their deepest gratitude to

Mrs. Arlin B. Abiera and Mr. Rolando R. Abiera, Mrs. Arjielyn C. Gascon

and Mr. Diosdado C. Gascon, Mrs. Diodelyn T. Salgado and Mr. Zandro P.

Salgado, Mrs. Archie C. Rinupal and Mr. Junjun J. Rinupal, Mrs. Flora C.

Lacreo and Mr. Saturnino L. Lacreo,

To our dear friends, classmates, and advisers, to our loved ones, your

camaraderie and shared experiences have enriched this academic endeavor.

Above all, our deepest gratitude is extended to our Almighty God, whose

guidance and blessings have illuminated our path throughout this research

journey.

The Researchers

iv
 Table of Contents

Title Page i

Approval Sheet ii

Acknowledgement iii

Dedication iv

Table of Contents v

List of Tables viii

List of Figures ix

Abstract x

CHAPTER 1: THE PROBLEM AND ITS SETTING

Introduction 1

Theoretical and Conceptual Background 3

Statement of the Problem 7

Hypotheses 7

Significance of the Study 8

Scope and Limitation 9

Definition of Terms 9

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

Related Literatures

Foreign 11

Local 13

Related Studies 16

Foreign 16

v
Local 17

Synthesis 19

CHAPTER 3: RESEARCH METHODOLOGY

Research Design 20

Locale 21

Respondents 23

Instrument 24

Data Gathering Procedure 24

Statistical Treatment 25

Scoring Procedure 26

CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA

Student’s academic performance before the integration 27

of Differentiated Instruction (DI)

Student’s academic performance after the integration of Differentiated 28

Instruction (DI) in the second quarter aforementioned competencies

Test of Significant Difference on student’s Academic performance 29

before and after the integration of Differentiated instruction in Science 7

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

Summary of Findings 31

Conclusion 32

Recommendations 33

REFERENCES CITED 34

APPENDICES 38

vi
 Appendix A.1.1 Transmittal letter to school head 39

Appendix A.1.2 Transmittal letter to adviser 40

Appendix A.2 Transmittal letter for Data Gathering 41

Appendix A.3 Request letter to the Statistician 42

Appendix A.4 Request letter to the Grammarian 43

Appendix A.5.1 Transmittal letter to validators/ experts 44

Appendix A.5.2 Transmittal letter to validators/ experts 45

Appendix A.5.3 Transmittal letter to validators/ experts 46

Appendix A.5.4 Transmittal letter to validators/experts 47

Appendix A.5.5 Transmittal letter to validators/experts 48

Appendix B. Letter to the Participant 49

Appendix C.6.1 Validated survey questionnaires 50

Appendix C.6.2 Validated survey questionnaires 51

Appendix C.6.3 Validated survey questionnaires 59

Appendix D.7.1 Validation sheet (with comments and signature 68

Appendix D.7.2 Validation sheet (with comments 69

and signature of experts)

Appendix D.7.3 Validation sheet (with comments 70

and signature

Appendix D.7.4 Validation sheet (with comments 71

and signature of experts)

Appendix E. Documentations 72

Appendix F. Certificate of statistician 73

Appendix G. Certificate of Grammarian 74

Appendix H. Certificate of Plagiarism & Grammar Check 75

CURRICULUM VITAE 80

LIST OF TABLES

vii
 No. Title Page No.

1.Respondents of the study 23

2.Scoring procedure 26

3. Student’s academic performance before the integration 27

of Differentiated Instruction (DI)

4.Student’s academic performance after the integration 28

of Differentiated Instruction (DI) in the second quarter
aforementioned competencies

5.Test of Significant Difference on student’s 29

Academic performance before and after the
integration of Differentiated instruction in Science 7

6.1 Table of Specification for Pre-test in Science 76

6.2 Table of Specification for Post-test in Science 78

LIST OF FIGURES

viii
Figures Title Page

1. Schematic Diagram 5

2. Vicinity Map of the Study 22

ix
 ABSTRACT

Title: EFFECTIVITY OF DIFFERENTIATED INSTRUCTION (DI) TOOL IN

TEACHING SCIENCE 7

Authors: Yeng B. Abiera, Zander T. Salgado, Angierose C. Rinupal,

Marinela R. Gascon, Lorena B. Undayoy, Sheery P. Sebuala.
Adviser: Welfredo Jr. Lubrico Yu, EdD, PhD

This study examined the effectiveness of Differentiated Instruction (DI) on

the academic performance of Grade 7 Science students at Cresencio S. Lago
National High School. The primary objective was to evaluate whether DI could
improve students' learning outcomes, particularly in light of the classroom's
varying learning styles, abilities, and backgrounds. A quasi-experimental
research design was utilized, with pre-tests and post-tests to measure changes in
student performance before and after implementing DI strategies. The findings
revealed a notable improvement in students’ academic achievement, suggesting
that DI successfully addressed the diverse learning needs of students. The study
highlights DI as a valuable instructional method for promoting student
engagement, comprehension, and overall academic growth. It is concluded that
DI should be considered for wider application across different subjects and grade
levels to better support student diversity. Recommendations include providing
continuous professional development for teachers to further refine DI practices,
as well as implementing regular assessments to track student progress over
time. The study also advocates for fostering a more inclusive, flexible classroom
environment that encourages individualized learning and collaboration.

Keywords: Differentiated Instruction (DI), enhancing learning outcomes, student

engagement, critical thinking, creativity, collaboration, inclusive learning, and
personalized instruction.

x
12