The Effectiveness of Differentiated Instruction in Improving Math Achievement for Students with Diverse Learning Needs

Abstract

This study presents the outcomes of a thematic analysis based on responses from participants, shedding light on effectiveness of differentiated instruction in improving math achievement for students with diverse learning needs. There were eight (8) teachers from Talomo District, Davao City who participated in the study. This study made use of a phenomenological approach to extract the ideas from the participants. The participants were purposely selected as representatives from the same district. The study identifies three core challenges teachers encounter, namely: grappling with diverse materials and resources in teaching, managing the classroom effectively, and providing varying levels of support to students with diverse learning needs. To address these challenges, teachers resort to two primary coping mechanisms: participating in professional learning communities (PLCs) and fostering increased parental involvement in the educational process. Furthermore, participants emphasize the importance of implementing advanced evaluation methods for educational improvement. In summary, this thematic analysis offers insights on the importance of implementing advanced evaluation methods for educational improvement. These findings hold significance for educational stakeholders seeking to better support teachers, promote collaboration, and enhance the educational experience for students. For principals and school heads, it is essential to foster receptiveness to the challenges faced by teachers in implementing differentiated instruction and the coping mechanisms they employ. Understanding these needs and struggles can guide school leaders in providing the necessary support, resources, and professional development opportunities.