Effectiveness of Differentiated Instruction in Teaching Mathematics for Grade Six Pupils in Baras-Pinugay Phase 2 Elementary School

Source abstract

This descriptive-comparative study examined how teachers and pupils perceive differentiated instruction (DI) in Grade Six Mathematics at a public elementary school. The research explored respondent profiles, perceptions of DI effectiveness across instructional aspects, demographic-based perceptual differences, and instructional challenges. Three Mathematics teachers and forty-five pupils participated through purposive selection, responding to validated researcher-made questionnaires. Findings revealed teacher-respondents were predominantly young, female, held Teacher III positions, and possessed 1–10 years of experience with Master's level coursework. Pupil-respondents were mostly female, first-born children from low-income, large families with parents who typically completed high school. Both groups rated DI highly effective, particularly regarding pupil engagement, instructional strategies, task completion, and assessment practices. Significant perceptual differences emerged based on teachers' age and length of service, and pupils' sibling position and family size. No significant differences were observed concerning sex, educational attainment, position, or in-service training (for teachers), nor sex, income, or parental education (for pupils). Mathematics anxiety was identified as the most serious instructional challenge by both groups. The study concludes that DI is perceived as an effective approach for addressing diverse learner needs, with demographic factors influencing perceptions. An action plan emphasizing professional development and teacher well-being support has been implemented to enhance Mathematics instruction.