Scribd
Upload
67 views9 pages

Action Research Presentation

This study aimed to determine the improvement of Grade 1 pupils' Filipino performance through differentiated instruction. Test results showed pupils' mean score improved from 66.44% before to 77.47% after differentiated instruction. Interviews found pupils felt facilitated, their interest was boosted, and they gained more knowledge and understanding. The researchers concluded differentiated instruction positively affected performance and proposed continuing close monitoring of implementation.

Uploaded by

jenalyn f. postrero
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
67 views9 pages

Action Research Presentation

This study aimed to determine the improvement of Grade 1 pupils' Filipino performance through differentiated instruction. Test results showed pupils' mean score improved from 66.44% before to 77.47% after differentiated instruction. Interviews found pupils felt facilitated, their interest was boosted, and they gained more knowledge and understanding. The researchers concluded differentiated instruction positively affected performance and proposed continuing close monitoring of implementation.

Uploaded by

jenalyn f. postrero
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 9

IMPROVING FILIPINO PERFORMANCE

THROUGH THE USE OF DIFFERENTIATED


INSTRUCTION OF GRADE ONE-CARROT IN
MARCIANO QUINTO ELEMENTARY SCHOOL
Proponent: MARIBEL D. DATOY
Co- Author: JUDITH C. DOMINGO
JEANNY D. BARADE
Position: T-2/MT-1/T-1
Division: Sarangani District: Kiamba 2
School: Marciano Quinto Elementary School
Research Category: Oral Presentation Research Theme: Teaching & Learning
ABSTRACT
This study was constructed to determine the improvement of Filipino performance of Grade one
pupils in Marciano Quinto Elementary School using differentiated instruction.
Quantitative and qualitative type of research were applied in this study. The respondents of the study
were clustered twenty-nine (29) pupils. Paired sample test used to determine if there is a significant
difference in the proficiency level of the pupils in the second quarter and in the third quarter. The results
showed that there is a significant difference before and after using differentiated instruction in their
academic performance.
The six (6) pupils out of 24 respondents from Grade One have undergone one-on-one interview to
gather the needed data for the experiences of learners in Differentiated Instruction.
This action research found out that there was an improvement in the academic performance of pupils
after using differentiated instruction. This study implied that using differentiated instruction has an effect
and further progress on the academic performance of the learners.
The result of this study may serve as a springboard for the future improvements of the performance level
of the learners in school.
CONTEXT AND RATIONALE
The 2020 pandemic has resulted in many lessons for educators. More than ever before, the new
norm has proven that learners will learn best when their individual needs are being met. Differentiated
instruction is a process of teaching and learning for learners of differing abilities in the same class.
(Tomlinson 2014).
Differentiated instruction is a new way of thinking about how to design and deliver instruction such
that each student gets the most out of it (Collinson & Keith, 2012). Differentiated Instruction (DI) is a
method of teaching and learning that provides students with a variety of ways to absorb knowledge and
make sense of concepts (Tomlinson & Imbeau, 2010).
Grade One-Carrot pupils of Marciano Quinto Elementary School has low performance in Filipino
subject during Second Grading period SY 2021- 2022 in terms of proficiency level with the rate of
66.44. With this, the researchers need possibilities to do something in improving the performance in
Filipino subject through the use of differentiated instruction. When teachers get to know the culturally,
ethnically, and linguistically diverse children that they serve, they can better tailor their instruction to
meet learners need. (Shaw, 2015); (Waffs-Taffe, 2013) Hence, the researchers decided to experiment in
improving proficiency level of grade one-carrot focusing Filipino subject.
INNOVATION, INTERVENTION AND
STRATEGY

Input Process Output

 A. Used of  A. Constructed and  Compilation of


differentiated distributed activity constructed activity
instruction sheets using DI sheets in Filipino 1
B. MPS of Filipino I B. Data using Differentiated
pupils for the analysis/interpretat Instruction
second/third ion and tabulation.
quarter.
ACTION RESEARCH QUESTIONS
This study specifically sought answers to the following questions:
1. What is the proficiency level of Grade One learners before and after
the implementation of Differentiated Instruction?
2. Is there a significant difference in the proficiency level of Grade One
before and after Differentiated Instruction?
3. What are the experiences of learners in Differentiated Instruction?
4. From the findings, how Differentiated Instructions implementation
can be improved?
ACTION RESEARCH METHOD
The researchers asked the approval of the school head to conduct the
action research.
The research involved the twenty nine Grade One-Carrot pupils of Marciano
Quinto Elementary School. This study used the qualitative and quantitative type of
research. Mean assessment tool were utilized in determining the result of the
performance level in Filipino for the second and third quarter .
Timeline of Research Activities

Date Activity
   

   
DISCUSSION OF RESULTS
In Table 1 shows that Grade One pupils of Marciano Quinto Elementary School has a Mean Percentage Score of 66.44
before using Differentiated Instruction and 77.47 in Third Quarter after using Differentiated Instructions.
Paired Samples Test   t df Sig. (2-tailed)
Pair 1 After-Before 4.970 28 .000

Table 2 showed that the mean percentage score in Filipino Quarter 2 differ significantly with their mean percentage
score in Filipino Quarter 3 of Grade one pupils.
Table 3 Experiences of learners THEMES CODES
Facilitated  Quicken to answer
in Differentiated Instruction. Self-reliance

Enhancement  Boost interest
 More learnings
 Wider knowledge
Understanding  More activities
 Choice are given

This results implied that learning takes place with the used of differentiated materials, they gained more knowledge
through the utilization of differentiated instructions, the learners analyzed and performed the activities well.
Based on the findings, implementation of differentiated instructions can be improved through close monitoring at the
end of every quarter.
ACTION PLAN
PERSONS
OBJECTIVES ACTIVITIES TIMELINE REMARKS
INVOLVED
Submit the request Write a request February 7, 2022 Researchers and Approved request
letter to the letter to the School School Head. letter.
principal for the Head.
Differentiated Conference with
Instruction. the School Head.

Dissemination of Giving of February 15, 2022 Researchers, Positive responses


School Information to all Parents, Pupils of Grade One
Memorandum to Grade One parents. parents.
all Grade one
MQES parents.
Implementation of Distribution of February 21, Researchers, Differentiated
Differentiated Differentiated 2022-April 8, parents, pupils Activity Sheets.
Instructions in Instruction. 2022
Grade One pupils
of MQES.
(n.d.).
REFERENCES
•

• Collinson, T., & Keith, M. (2012). The Rutledge Flamer Reader in Inclusive Education, Carol AnnTomlinson Association
for Supervision and Curriculum Development. Sheelagh.

• (n.d.).

• Collinson, T., & Keith, M. (2012). The Rutledge Flamer Reader in Inclusive Education, Carol AnnTomlinson Association
for Supervision and Curriculum Development. Sheelagh.

• Deunk, M., Smale-Jacobse, A., de Boer, H., Doolaard, S., & Bosker, R. (2018). Effective differentiation practices: a
systematic review and metaanalysis of studies on the cognitive effects of differentiation practices in. Educ. Res. Rev.,
31-54.

• Shaw. (2015). Retrieved from https://files.eric.ed.gov/fulltext/EJ1257636.pdf.

• Tomlinson, C., & Imbeau, M. (2010). Leading and Managing a Differentiated Classroom. Alexandria Virgina: ASCD.

• Valiandes, S. (2015, June). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability
classrooms: Quality and equity dimensions of education effectiveness. Retrieved from Science Direct:
https://www.sciencedirect.com/science/article/abs/pii/S0191491X15000188

• Waffs-Taffe. (2013). Retrieved from https://files.eric.ed.gov/fulltext/EJ1257636.pdf.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy