Implementation Of Differentiated Instruction (DI) Integration and The Academic Performances of The Grade 3 And 4 Pupils with Diverse Learning Abilities

AUTHOR(S)

MESILIZA L. GODEN

ABSTRACT

— This study aims to determine the extent of implementation Differentiated Instruction integration and academic performance of the Grade 3 and 4 learners with Diverse Learning Abilities in Juaton Elementary School, in the division of Ormoc City. The findings of the study serves as basis of a proposed reading action plan. This study employed a descriptive-correlational research design to determine the extent of implementation of differentiated instruction (DI) integration and its relationship to the academic performance of Grade 3 and 4 learners with diverse learning abilities in Juaton Elementary School, Division of Ormoc City. The descriptive component focused on how frequently and effectively differentiated instruction is practiced in the classrooms, while the correlational aspect aimed to analyze the relationship between the level of implementation of DI and learners’ academic outcomes. The respondents of the study included Grade 3 and Grade 4 teachers and learners identified with varying learning abilities, including those who are fast, average, and slow learners, as well as those with learning difficulties. Universal sampling was used for teacher respondents, while purposive sampling was applied to select learner participants based on performance records and teacher assessments. The test of Relationship, which examines the correlation between the implementation of Guided Reading Strategies and the academic performance of Grade 3 and 4 learners. The table displays statistical indicators including the Pearson correlation coefficient (r), the computed t-value, the critical table value at the 0.05 level of significance, the decision on the null hypothesis (Ho), and the interpretation of the strength of the relationship. This analysis aims to determine whether the integration of guided reading strategies has a meaningful effect on learners’ academic outcomes. The data show that the Pearson r value indicating a weak but positive correlation between the use of guided reading strategies and learners’ academic performance. Despite the low correlation strength, the computed t-value exceeds the critical table value leading to the rejection of the null hypothesis. This means that there is a statistically significant relationship, albeit weak, between the two variables. In essence, the guided reading approach has some measurable effect on improving academic performance, though not as strongly as might be ideal. The weak correlation suggests that while guided reading strategies may play a role in enhancing academic outcomes, other contributing factors—such as learner motivation, home support, teacher facilitation, and access to materials—might also significantly influence academic performance. It is also possible that the effectiveness of the strategies varies depending on how consistently and accurately they are implemented across classrooms. Nevertheless, the statistical significance implies that guided reading is a worthwhile component of instruction that should not be disregarded. The implication of these results is that