ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study evaluates the effective implementation of differentiated strategies in improving the academic performance of multigrade and regular learners. A descriptivecorrelational research design utilizing a survey on the extent of implementation of differentiated strategies in teaching Math by Tomlinson (2017) in his study, “How to Differentiate Instruction in Academically Diverse Classrooms”. The researcher gathered the result of the 4th quarter grade of the learners in Math to indicate the academic performance. There are five (5) teachers, and 78 multigrade and regular learners enrolled in the school. The research results affirm the presence of a significant relationship between the extent of implementation of differentiated strategies in teaching Math and level academic performance of the multigrade and regular learners. The findings highlight that effective application of differentiated instruction, supported by teacher readiness, careful planning, engaging classroom practices, and adequate resources, significantly enhances learners’ academic achievement, particularly in Mathematics. The consistently high ratings across all dimensions of differentiated instruction, along with the strong positive correlation found between its implementation and student performance, underscore the crucial role of equipping teachers with the necessary skills, resources, and support to address diverse learning needs in multigrade settings Keywords — Implementation, Differentiated Strategies, Teaching, Academic Performance, Elementary Multigrade, Regular Learners