Paper Key : IRJ************229
Author: Peter Benedick B. Silva ,Remar I. Pabalay
Date Published: 01 Jan 2025
Abstract
The research aims to evaluate the effectiveness of integrating differentiated instruction to enhance the learning of human body systems in science among sixth-grade students. By exploring the current state of science education, the study identifies challenges related to instructional methods and resource availability, as well as the impact of outdated or insufficient teaching materials. It proposes solutions to bridge learning gaps and develop more engaging science instruction strategies that enhance student understanding and performance in elementary education. The study focuses on seamlessly integrating differentiated instruction into the lesson's application part. By tailoring instruction to diverse learning needs, the study examines whether differentiated instruction improves studentsunderstanding and retention of the subject matter. An experimental research design was used with 26 Grade 6 students receiving differentiated instruction based on multiple intelligences. The results showed a significant improvement in the experimental group's performance after the intervention. The post-test results yielded an average score of 87.81, considered very satisfactory. The t-value of 12.578 and a p-value of 0.000 confirm that the difference in scores is statistically significant, indicating the effectiveness of differentiated instruction in improving student learning outcomes. This study has important implications for educators and school administrators, demonstrating that the integration of differentiated instruction in science lessons effectively enhances student learning and can be used as a model for future teaching strategies.
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