ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study investigates the relationship between teacher profiles, the implementation of differentiated instruction (DI) in Grade 4 English using the MATATAG curriculum, and students’ academic performance in Samar Division, Philippines. The research is motivated by the growing recognition that diverse learners require varied instructional approaches to maximize learning outcomes. While the MATATAG curriculum aims for inclusive education, the effective implementation of differentiated instruction to meet diverse learning needs remains a significant challenge. The study builds upon existing literature highlighting the effectiveness of DI in addressing diverse learning styles and needs (Smale-Jacobse et al., 2019; Tomlinson, 2004, 2014). However, it also acknowledges challenges teachers face in implementation (Wan, 2016; Kokkinos, 2020; Gaitas & Alves Martins, 2017). This study addresses this gap by investigating the relationship between teacher profiles (age, gender, experience, education, training), the implementation of specific DI strategies (Think-Pair-Share, Guided Discovery, etc.), and student academic performance. The significance lies in providing empirical evidence to inform teacher training, professional development, and policy decisions aimed at improving the effectiveness of the MATATAG curriculum and promoting equitable learning outcomes in Samar Division. The findings will be relevant to educators, policymakers, and curriculum developers seeking to enhance teaching practices and student achievement in diverse classroom settings. The study contributes to the broader understanding of DI implementation by examining the interplay between teacher characteristics, instructional strategies, and student outcomes within a specific curriculum framework and geographical context. The results will inform the development of targeted professional development programs designed to improve the implementation of DI and ultimately enhance student learning. Furthermore, the study’s findings can inform policy decisions regarding resource allocation and curriculum development, contributing to the improvement of educational quality and equity in the Philippines. The research contributes to the existing literature by providing context-specific data on DI implementation, highlighting the importance of considering local factors when implementing educational reforms. Finally, the study’s focus on the MATATAG curriculum adds to the existing body of knowledge on curriculum implementation and its impact on student achievement. Keywords — Differentiated Instruction, MATATAG Curriculum, Grade 4 English, Academic Performance, Teacher Profile, Samar Division, Instructional Strategies, Student Outcomes, Teacher Training, Enhancement Program