ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— —This study aimed to evaluate the effectiveness of differentiated instructions in the performance of Grades 3 and 4 learners in English. Employing a quasi-experimental research design through researcher-made English test which covers the 3rd quarter Most Essential Learning Competencies (MELCs) for Grades 3 and 4 as pre-test and post-test conducted before and after the implementation of intervention. A prepared Daily Lesson Plan which highlights the implementation of differentiated instructions with varied and differentiated activities used by the learners during the teaching-learning process is also used in this study. Simple percentage and ttest of mean difference were the statistical tools used to interpret the result of the study. The study revealed a significant difference in the performance of Grades 3 and 4 learners before and after the implementation of differentiated instructions in teaching English. Learners learn best when they are grouped according to their level of understanding and the learning activities and materials are suited to their level also. Through differentiated instructions learners can explore and easily mingle to their peers of the same intellectual capability making it an effective strategy in teaching English. Keywords — Effectiveness, Differentiated Instructions, Performance, Grades 3 and 4 Learners, English