Differentiated Instruction and Higher Order Thinking Skills of Grade 12 Students in Understanding Culture

AUTHOR(S)

AIDA B. BALITA, NELIA T. SALVADOR

ABSTRACT

— This study examined the effectiveness of differentiated instruction in improving students’ academic performance and higher order thinking skills. Fifty students from San Isidro Integrated National High School participated by completing a questionnaire with a 45-item test covering three UCSP lessons. Pre-test and post-test results were used to classify students into different levels. Based on their levels, students received tiered learning instructions and then took the post-test. The results showed that differentiated instruction significantly enhanced students’ higher order thinking skills, with notable increases in analyzing, evaluating, and creating. These findings support the integration of differentiated instruction into the UCSP curriculum to improve students’ higher order thinking skills. It is recommended that students be encouraged to develop their higher order thinking skills, explore their interests, assess their capabilities, and discover their learning styles. Teachers should execute lessons effectively using differentiated instruction and incorporate various activities that promote higher order thinking. School administrators should provide additional training on differentiated instruction and activities that foster the development of higher order thinking skills. The study concludes that aggressively integrating differentiated instruction can positively impact students’ academic performance. Future research should expand the scope by involving a larger and more diverse population. Keywords — Readiness; HUMSS Students; Ex-post-Facto; Performance; Career Goal; Potential Challenges