RAYCO, JENNIFER A.

Faculty of Graduate School Pamantasan ng Lungsod ng San Pablo San Pablo City, Laguna

DOI : https://doi.org/10.58806/ijsshmr.2025.v4i10n05

Google Scholar Download Pdf
ABSTRACT

This study aimed to determine the use of differentiated instructional materials (DIMs) as an educational tool to effectively teach World History to Grade 8 students during in-person classes at Col. Lauro D. Dizon Memorial Integrated High School. This study used pre-test and post-test group designs togather the relevant data from 160 Grade 8 students who served as the respondents. The pre- test was given prior to the students’ use of the materials whilst the post-test was given after their successful exposure to DIMs. The following findings were gathered: During the pre-test, almost half (46.87%) of them scored fairly, 39.38% satisfactory, and 3.75% very satisfactorily. However,10% did not meet expectations, and none got an outstanding score. In contrast,the post-test showed that 41.25% got an outstanding score, 38.75% very satisfactory, and 20% satisfactory. All respondents met the expectations of the subject this time. The comparative data that showed a significant difference between the pre- test and post-test scores of the respondents proved that the remarkable improvement in their post-test scores was due to the use of differentiated instructional materials (DIMs). Finally, the Pearson r computation resulted in a very strong positive correlation between the perception of studentsin the use of DIMs through its four key elements: content, process, product, affect/environment, and their corresponding post-test scores thus, a significant relationship between the said perception of the students and the obtained post-test scores. These proved that the higher the level of perception, the higher the correlation. The scope of this study was limited to the Grade 8 students of Col. Lauro D. Dizon Memorial National High School and World History (AP 8) subject only.

KEYWORDS:

Differentiated instructional materials, in-person classes, content, process, product, affect/environment, pre-post-test.

REFERENCES

1) Acojido, V. R. G. (2021), Merits and Demerits of Araling Panlipunan (Social Studies) Teachers in using Instructional Resources https://sabapub.com /index. php/she/article/view/293

2) Ainscow, M., and Messiou, K. (2018). Engaging with the Views of Students to Promote Inclusion in Education. J. Educ. Change 19 (1), 1-17. doi:10.1007/s10833017-9312-110.1007/s10833-017-9312-1

3) Alnahdi, G. H., Lindner, K.-T., Elhadi, A., and Schwab, S. (2021). Students' Perception of Inclusion and Inclusive Teaching Practices in Saudi Arabia

4) Al-Shehri, M. S. (2020). Effect of differentiated instruction on the achievement and development of critical thinking skills among sixth-grade science students. International Journal of Learning, Teaching, and Educational Research, 19(10), 77-99

5) Castro, A.M.S. (2020), Simulation Games Techniques and Lecture Method in Teaching Araling Panlipunan, https://asianjournal.org/online/index. php/ajms/article/view/309

6) Conte Jr., P. (2017), Acceptability of Instructional material "The Power Game" https:// sajst. org / online/ index. php/ sajst/ article/ of Ten view /18

7) Coubergs, C. & Struyven, K., Vanthournout, G. & Engels, N. (2017) 'Measuring teachers' perceptions about differentiated instruction: the DI-Quest instrument and model. "Studies in Educational Evaluation", 53, pp. 41- 54. https://doi.org/10.1016/j.stueduc.2017.02.004

8) Burkart S, Parker H, Weaver RG, Beets MW, Jones A, Adams EL, Chaput JP, & Armstrong B. Impact of the COVID-19 Pandemic on elementary schoolers' physical activity, sleep, screen time and diet: A quasi- experimental interrupted time series study. Pediatric obesity 2021; e12846. Advanced online publication. https://doi.org/10.1111/ ijpo.12846

9) Decristan, J., Fauth, B., Kunter, M., Büttner, G., & Klieme, E. (2017). The Interplay between Class Heterogeneity and Teaching Quality in Primary School. Int. J. Educ. Res. 86, 109-121. doi: 10.1016/ j.ijer. 2017.09.004

10) Delgado, A. M., Elengickal, J. A., Collins, P. Z., Shakya, S., & MacArthur, R. (2022). The Importance of In-Person School Activities Despite COVID-19: A Review of the Literature. Medical Research Archives, 10(5).

11) DepEd Order No. 24, s. 2022. Basic Education Edevelopment Plan 2030

12) DepEd Order No. 34, s. 2022, School Calendar and Activities for the School Year 2022-2023

13) DepEd Order No. 12, s. 2020, Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of Public Health Emergency COVID-19

14) Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective Differentiation Practices: A Systematic Review and MetaAnalysis of Studies on the Cognitive Effects of Differentiation Practices in Primary Education. Educ. Res. Rev. 24, 31-54. doi:10.1016/j.edurev. 2018.02.002

15) DeVries, J. M., Voß, S., & Gebhardt, M. (2018). Do Learners with Special Education Needs Really Feel Included? Evidence from the Perception of Inclusion Questionnaire and Strengths and Difficulties Questionnaire. Res. Dev. Disabil. 83, 28-36. doi:10.1016/j.ridd.2018.07.007

16) Fuzéki, E., Schröder, J., Reer, R., Groneberg, D. A., & Banzer, W. (2022). Going Online? - Can Online Exercise Classes during COVID-19-Related Lockdowns Replace in- Person Offers. International Journal of Environmental Research and Public Health, 19(4), 1942.

17) Guillemot F., (2021), Validation of the student version of the Perceptions of Inclusion Questionnaire on a sample French Studies European Journal of Special Needs Education, Vol 37, Issue 5

18) Hasibuan, R. (2017), Developing Modified Twister Game to improve the ability of Group B children to recognize the concept of Geometric Shapes file: ///C:/ Users/ Customer % 201/ Downloads / 25886566%20 (3).pdf

19) Holland, C. L. (2017). The Effect of Differentiated Instruction on Student Engagement and Motivation in a Middle School Social Studies Classroom. Journal of Education and Learning, 6(3), 116-126.

20) Hudson, T. (2016). Using varied journal prompts to differentiate instruction in the language classroom. TESL Canada Journal, 33(1), 25-39.

21) Hessels, M.P. (2021), Validation of the student version of the Perceptions of Inclusion Questionnaire on a sample French Studies European Journal of Special Needs Education, Vol 37, Issue 5

22) Hus, V. (2018), Teaching Social Studies with Games https://www.igiglobal.com/viewtitlesample.aspx?id=201873&ptid=185244&t=teaching+social+studies+ with+games

23) Jančič, P. Vlasta Hus (2018), Teaching Social Studies with Games https://www.igiglobal.com/viewtitlesample.aspx?id=201873&ptid=185244 &t=teaching+social+studies+ with+games

24) Jennek, J., Gronostaj, A. & Vock, M. (2019) 'How Do English Teachers Differentiate Their Instruction: A Reanalysis of the DESI-Videos.' Teaching Science, 47 (1), pp. 99-116. https://doi.org/10.1007/s42010-018-0027-7

25) Kara, M. (2018). A systematic literature review: Constructivism in multidisciplinary learning environments. International Journal of Academic Research in Education, 4(1-2), 19-26. https://doi.org/10.17985/ ijare.520666

26) Kärner, T., Warwas, J., Krannich, M., & Weichsler, N. (2021). How Does Information Consistency Influence Prospective Teachers' Decisions about Task Difficulty Assignments? A Within-Subject Experiment to Explain Data-Based Decision-Making in Heterogeneous Classes. Learn. Instruction 74 (3), 101440. doi:10. 1016/ j.learninstruc. 2020.101440

27) Kulakow, S. (2020). Academic Self-Concept and Achievement Motivation Among Adolescent Students in Different Learning Environments: Does Competence-Support Matter? Leam. Motiv. 70 (3), 101632. doi:10.1016/j.Imot.2020.101632

28) Lewis K, Kuhfeld M, Ruzek E, & McEachin A. Learning during COVID -19: Reading and math achievement in the 2020-21 school year. NWEA. Published July 21, 2021. Accessed August 1, 2021.

29) Lindner, K.-T., & Schwab, S. (2020). Differentiation and Individualisation in Inclusive Education: A Systematic Review and Narrative Synthesis. Int. J. Inclusive Edu., 1-21. doi:10.1080/13603116.2020.1813450

30) Lindner, K.-H., Alnahdi, G. H., Wahl, S., & Schwab, S. (2019). Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers. Front. Edu. 4. doi:10.3389/feduc.2019.00058

31) Loreman, T. (2017). Pedagogy for Inclusive Education. Oxford: Oxford Research Encyclopedia of Education.

32) Madden, A., Webber, S., Ford, N., & Crowder, M. (2017).The relationship between students' subject preferences and their information behaviour. Journal of Documentation, 74(4),692-721. https:// doi.org/10.1108/JD-07- 2017-0097

33) McCarthy, J. (2016). How to Differentiate Instruction in Academically Diverse Classrooms (3rd ed.). ASCD.

34) McMurray, S., & Thompson, R. (2016). Inclusion, Curriculum and the Rights of the Child. J. Res. Spec. Educ. Needs 16 (S1), 634-638. doi:10.1111/1471-3802.119510.1111/1471-3802.12195

35) Moosa, V. & Shareefa, M. (2019). Implementation of Differentiated Instruction: Conjoint Effect of Teachers' Sense of Efficacy, Perception and Knowledge. Anatolian Journal of Education. e-ISSN: 2547-9652

36) Moosa, V., Shareefa, M. (2019). The Impact of Teachers' Experience and Qualification on Efficacy, Knowledge, and Implementation of Differentiated Instruction. International Journal of Instruction, Vol. 12 Issue 2, p587-604

37) Nuqui, Juliet Y. (2017). Significance of Contextualization in Teaching AP. Retrieved, November 12, 2018. https://www.pressreader.com/philippines/sunstarpampanga/20170629/281612420414525

38) Nusser, L., & Gehrer, K. (2020). Addressing Heterogeneity in Secondary Education: Who Benefits from Differentiated Instruction in German Classes? Int. J. Inclusive Edu., 1-18. doi:10.1080/ 13603116.2020 .1862407

39) Parsons, S.A. (2018), Teachers' Instructional Adaptations: A Research Synthesis. SAGE Journals Vol.88, Issue 2, https://doi.org/10.3102/ 0034654317743198

40) Petersen, A. (2016). Perspectives of Special Education Teachers on General Education Curriculum Access. Res. Pract. Persons Severe Disabilities 41, 19-35. doi:10.1177/1540796915604835 and

41) Pit-ten Cate, I. M., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting Inclusive Education: The Role of Teachers' Competence Attitudes. Insights into Learn. Disabilites 15 (1), 49-63.

42) Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and Differentiated Instruction: Exploring Differentiation Practices to Address Student Diversity. J. Res. Spec. Educ. Needs 20 (3), 217-230. doi:10.1111/1471- 3802.12481

43) Pozas, M. & Schneider, C. (2019). 'Shedding light into the convoluted terrain of differentiated instruction (DI): Proposal of a taxonomy of differentiated instruction in the heterogeneous classroom. Open Education Studies, 1,73-90

44) Prast, E. J., van de Weijer-Bergsma, E., Kroesbergen, E. H. & van Luit, J. (2018) 'Differentiated instruction in primary mathematics: effects of teacher professional development on student achievement.' Learning and Instruction, 54, pp. 22-34 doi.org/10.1016/j.learninstruc.2018.01.00

45) Press Reader. (2017). Making the Teaching of Araling Panlipunan Interesting. Retrieved, November 12, 2018. https: //www. pressreader. com/

46) Price, K. M., & Nelson, K. L. (2018). Planning effective instruction: Diversity responsive methods and management. Cengage Learning.

47) Qiong, O. U. (2017). A brief introduction to perception. Studies in Literature and Language, 15(4), 18-28.

48) Qudsyi, Hazhira et. al (2017). Effectiveness of contextualized teaching and learning (CTL) Approach to Improve Student Achievement and Students' Self-Efficacy in Cognitive Psychology Course. Retrieved. February 1, 2019 https://www.researchgate.net/publication/322838637_ Effectiveness_of_ Contextual_Teaching_and_Learning_CTL_to_Improve_Students_Achiev ement_and_Students'_SelfEfficacy_in_Cognitive_Psychology_Course

49) Rakhmawati, N. I. S. (2017), Developing Modified Twister Game to improve the ability of Group B children to recognize the concept of Geometric Shapes file:///C:/Users/Customer%201/Downloads/25886566%20(3).pdf

50) Rappler (2018, April 18). Jobstreet.com. Fresh Graduate Report. https://www. rappler.com/ business/ jobstreet- philippines-fresh-college- graduatesreport-2018-skills-workers.

51) Ritzema, E. S., Deunk, M. I. & Bosker, R. J. (2016) 'Differentiation practices in grade 2 and 3: variations in teacher behavior in mathematics and reading comprehension lessons.' Journal of Classroom Interaction, 51 (2), pp. 49-71

52) Roberts, J.L., Inman, T.F. (2021), Assessing Differentiated Student Products: A Protocol for Development and Evaluation p.262, https://doi.org/10.4324/9781003233091

53) Sakhatov, M. (2019), Didactic Games as one of the Forms of organization of cognitive activity of students in History lessons in High School http://www.idpublications.org/wp-content/uploads/2019/11/

54) Sartika, S. B. (2018). Teaching Models to Increase Students' Analytical Thinking Skills. Advances in Social Science, Education, and Humanities Research, 125, 1-49

55) Schacter, Daniel (2011). Psychology. Worth Publishers.

56) Schwab, S. (2020). Inclusive and Special Education in Europe. Oxford Research Encyclopedia of Education Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.1230Inclusive and Special Education in Europeе

57) Shavab, O. A. K. (2018), Gamification in History Learning as an Effort to Answer the Challenges in Facing Industrial Revolution 4.0 https://www.academia.edu/38602673/Gamification In History Learning As_An_Effort_To_Answer_The_Challenges_In_Facing_Industrial_Revol ution_4.0

58) Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Front. Psychol. 10, 2366. doi: 10.3389/ fpsyg. 2019.02366

59) Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What One Hundred Years of Research Says about the Effects of Ability Grouping and Acceleration on K-12 Students' Academic Achievement. Rev. Educ. Res. 86, 849-899. doi:10.3102/0034654316675417

60) Stelitano L, Mulhern C, Feistel K, & Gomez-Bendaña H. How are teachers educating students with disabilities during the pandemic? RAND Corporation. https:// www. rand. org/ pubs/research_reports/RRA1121- 1.html. Published April 8, 2021. Accessed September 8, 2022

61) Suprayogi, M. N., Valcke, M. & Godwin, R. (2017) Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, pp. 291- 301. doi.org/10.1016/j. tate.2017.06.020

62) Tadeo, C.Р. (2021). Online Distance Learning: A Teaching Strategy on Improving Students' Performance in Social Studies in the New Normal. European Journal of Humanities and Educational Advancements (EJHEA) https://www.scholarzest.com Vol. 2 No. 5, ISSN: 2660-5589

63) Tomlinson, C. A., & Eidson, C. (2003). Differentiation in Practice: A Resource Book for Differentiating Curriculum: Grades K-5.

64) Tomlinson, C. A. (2017). Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.

65) United Nations Educational, Scientific and Cultural Organization (UNESCO). 2020. "Global Education." Monitoring Report 2020: Inclusion Education: All Means All.

66) United Nations Educational, Scientific and Cultural Organization (UNESCO), 2020. COVID-19 Educational Disruption and Response. Retrieved March 18, 2020, from https:// en.unesco.org/ themes /education-emergencies/ coronavirus-school closures.

67) Utah Leading through Effective,Actionable, and Dynamic (ULEAD) Education (2019). Differentiated Instruction - A Best Practices Report. Hanover Research. ttps://www.schools.utah. gov/file/ 1e842789-7836-4ed2-af1a3232ee028d75

68) van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing the Complexity of Differentiated Instruction. Sch. Effectiveness Sch. Improvement 30, 51-67. doi:10.1080/09243453.2018.1539013

69) Vaughn, S., Wanzek, J., & Denton, C. A. (2007b). "Teaching Elementary Students Who Experience Difficulties in Learning," in The SAGE Handbook of Special Education. Editor L. Florian (Trowbridge: The Cromwell Press Ltd), 360-377.

70) Venetz, M., Zurbriggen, C. L.A., & Schwab, S. (2019). What Do Teachers Think about Their Students' Inclusion? Consistency of Students' Self-Reports and Teacher Ratings. Front. Psychol. 10, 1637. doi:10.3389/fpsyg.2019.01637

71) Zurbriggen, C. L. A., Venetz, M., & Hinni., C. (2018). The Quality of Experience of Students with and without Special Educational Needs in Everyday Life and When Relating to Peers. Eur. J. Spec. Needs Edu. 33 (2), 205-220. doi:10.1080/08856257.2018.1424777

VOlUME 04 ISSUE 10 OCTOBER 2025