Effectiveness Of Differentiated Instruction to The Reading Performance of The Three Clustered Grade I- Pupils

AUTHOR(S)

LORREMAE R. ARPON

ABSTRACT

— This study aimed to determine the Effectiveness of Differentiated Instruction to the Reading performance of the Three Clustered Grade pupils. The findings of the study served as a basis of a proposed Action 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 pre-test and posttest reading performances of the Grade 1 learners before and after the integration of the Differentiated Instruction in determining the reading performances in the delivery of the most essential learning competencies in teaching Reading to the identified clustered Grade 1 pupils. The test of difference between the scores in the pretest and posttest scores performances of the Grade 1 pupils before and after the integration of Differentiated Reading Instruction (DRI) to the Literacy Skills Performance of the grade I pupils. The results in table 3 is based on the learning gained by the Grade 1 learners from the time they evaluated based from the learnings they have gained after pupils exposed to Differentiated Reading Instruction (DRI). Based on the results in table 3, it shows that the Grade 1 learners performances in reading particularly on the pretest performance, it has an equivalent score of 9.19 which is very low compared to the post test performance after the integration of Differentiated Reading Instruction to the literacy skills of the Grade 1 pupils having the score of 14.50. These results provide the computation on the computed t value which is equal to .943 and it was said to be higher than the critical t value having the score of .328. So the hypothesis which states that there is no significant difference between the pretest and posttest scores performance before and after integration of Differentiated Reading Instruction (DRI) to the literacy skills of Grade 1 pupils is rejected. Based from the results in table 3, it implied that there was really a positive impact or the intervention has provided significant effect to the performance of the Grade 1 learners from the results in the scores in the pretest and posttest, considering also that the computed t value is higher than the critical T value which further explains on why the intervention showing significance.