Effectiveness of Differentiated Mathematics Instruction to the Performance of Grades 3 and 4 Pupils: Basis for Instructional Supervision

AUTHOR(S)

MARIVIC R. BASUBAS-CALIXTRO

ABSTRACT

—— As pupils in today’s schools are becoming more academically diverse, teachers must consider the types of activities they plan for their learners. It is therefore important to pay attention to the level and the degree of challenges of these activities (SMU, 2022) by also considering the students choice of learning task based on their readiness, interest, and profile (Sherma & Catapano, 2011). As it is relevant in today’s educational needs, differentiated mathematical instruction has come into being knowing that most of the pupils in field have different needs, abilities, and styles in learning. Hence, this study is crafted to evaluate the effectiveness of differentiated mathematics instruction to the performance of grades 3 and 4 pupils. A proposed instructional supervision plan was developed based on the findings of the study. A quasiexperimental research design employing a teacher-made test to measure the performance of the Grades 3 & 4 pupils before and after the implementation of the intervention. Simple percentage and t-test of mean difference were the statistical tools used to interpret the result of the study. Based on the study’s finding, differentiated mathematical instruction as used in teaching with varied and differentiated learning materials and activities closes the learning gaps of the Grades 3 & 4 pupils as it was revealed a significant difference in the performance before and after the implementation of the intervention. This teaching approach allows teachers to tailor their instruction to meet the individual needs of each pupil, considering their unique learning styles and abilities. Through the implementation of differentiated mathematical instructions, the performance of the pupils improved in terms of proficiency and self-assurance. This is likely since Grades 3 & 4 pupils were able to receive instruction that was specifically targeted to their learning needs and styles, allowing them to engage more fully with the material and develop a deeper understanding of the concepts being taught. Keywords — Effectiveness, Differentiated Mathematical Instruction, Performance, Grades 3 & 4 Pupils, Instructional Supervision