Teachers Practices on Differentiated Instructional Strategies and Learners’Academic Performance in Mathematics

Sarah Mae O Ranas; Enerio E Ebisa

doi:10.71097/IJSAT.v16.i4.9190

Teachers Practices on Differentiated Instructional Strategies and Learners’Academic Performance in Mathematics

Author(s)	Ms. Sarah Mae O Ranas, Dr. Enerio E Ebisa
Country	Philippines
Abstract	Education shapes an individual’s future, especially during elementary years, which play a critical role in developing academic skills. A major challenge in math assessment is meeting the diverse learning needs of students, which often causes differences in academic performance. This study was conducted to determine the teachers practices on differentiated instructional strategies and learners’ academic performance in Mathematics. Specifically, it described the respondent’s profile, it assessed the level of practices on differentiated instructional strategies, examined the relationship between the differentiated instructional strategies to learners’ academic performance, and determined significant difference in respondents’ practices when grouped according to their profile. This study focused on 152 Key Stage 2 math teachers employing universal sampling from the three educational districts of Balingasag. Using a correlational research design, data were collected through a modified survey questionnaire. Descriptive statistics analyzed the respondents' profile and learners’ performance, while weighted mean and standard deviation assessed instructional strategies. Pearson’s correlation measured the relationship between instructional strategies and academic performance, and ANOVA tested differences based on respondent’s profile. The findings showed that most respondents held Teacher I positions with limited experience and training. Their education mostly consisted of with master’s degree units, with training received only at the division level. Despite challenges, “Varied Instructional Materials” being the most practiced strategy, helping many learners achieve a "Very Satisfactory" performance in Mathematics. On the other hand, “Flexible Grouping” was less effectively used and showed the lowest correlation due to implementation challenges. Teachers with higher educational attainment practiced more diverse strategies. The study concluded that using varied instructional materials significantly improves math assessment outcomes. It recommends on continuing professional development, emphasizing division-level training, and enhancing flexible grouping strategies to better meet the needs of diverse learners.
Keywords	Practices, Differentiated Instructional Strategies, Performance in Mathematics
Field	Sociology > Education
Published In	Volume 16, Issue 4, October-December 2025
Published On	2025-11-01
DOI	https://doi.org/10.71097/IJSAT.v16.i4.9190
Short DOI	https://doi.org/g99qmj

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Teachers Practices on Differentiated Instructional Strategies and Learners’Academic Performance in Mathematics

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