Effectiveness Of Differentiated Instruction (Di) To The Comprehension Skills Among The Grade 9 Learners In English

AUTHOR(S)

BENJIE G. SUMILE

ABSTRACT

—— This study aimed to determine the Effectiveness of Differentiated Instruction to the Reading performance of the Grade 9 learners in English. The findings of the study served as a basis of a proposed Intervention plan. This study used the Quasi- Experimental method of research to determine the significant difference of the aforementioned variables. The researcher utilized Universal Sampling in identifying the respondents of the study. The test of difference between the scores in the posttest scores of the Grade 9 learners for both experimental and control group after the identified interventions for both groups were being integrated during the delivery of the different learning competencies that were delivered in 4 weeks or 1 month of the implementation. Based from the results in table 4, it was found out that the control group have the average weighted mean in the posttest is found to be lesser than compared to the average weighted mean which means that the computed t value is greater than the critical t value. From the results given, we can decide on the hypothesis which states that there was no significant difference of the posttest performance for both control and experimental group after the integration of the identified interventions is rejected. The results in table 4 implied that the usage of the traditional method in teaching English to learn and improve the comprehension skills is not really important and be integrated to the identified learning competencies delivered because it does not help to the learners improve their learning skills specially to the comprehension skills while on the utilization of the differentiated instruction in the delivery of the most essential learning competencies which exposed to the experimental group is significantly effective in improving the performance of the learners, thus, it should be utilized during the teaching and learning process. The substantial difference in posttest results emphasizes the success of the intervention or instructional strategy used in the experimental group. This emphasizes how crucial it is to use focused teaching techniques in order to improve student learning outcomes. Keywords — Effectiveness, Differentiated Instruction, Grade 9 Learners, English