Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 17 no. 6 (2024)

Differentiated Instruction in Teaching Fourth Grade Mathematics: Basis for an Instructional Module

Igraine Lynnil Latumbo

Discipline: Education

 

Abstract:

This quasi-experimental study investigated the impact of differentiated instruction on the mathematical literacy of fourth-grade students at the University of St. La Salle – Integrated School. The study aimed to compare the effects of Conventional Teaching Approach (CTA) and Differentiated Instruction (DI) by analyzing pretest and posttest scores, mean gain scores, and differences in scores between the two approaches. Ninety-one students from two classes participated in the study during the 2012-2013 academic year. One class served as the Control Group, receiving CTA, while the other was the Experimental Group, receiving DI. The t-test for dependent samples was used to compare pretest and posttest scores within each group, and the t-test for independent samples was used to compare scores between groups. The results indicated a significant improvement in mathematical literacy for both groups. The Control Group showed an increase from a below-average pretest mean to an average posttest mean, while the Experimental Group also improved from below average to average. However, the Experimental Group demonstrated a higher mean gain score compared to the Control Group, suggesting that DI was more effective in enhancing mathematical literacy. The study recommends that school administrators and curriculum planners consider incorporating DI into math programs to enhance student learning. It also suggests that teachers receive training on both conventional and modern teaching approaches. Additionally, students should be encouraged to express their learning preferences, and parents should collaborate with schools to ensure quality learning. Future research is encouraged to explore similar studies in other subject areas and grade levels.



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