Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 49 no. 8 (2025)

Application of Differentiated Instruction to Students’ Learning: A Concurrent Triangulation

Annie Fei Laxamana

Discipline: Education

 

Abstract:

This quantitative study systematically investigated the extent of challenges in learning writing skills among freshmen students enrolled in a private higher education institution in the Northern Philippines. The study's central aim was to provide empirically derived, quantitative evidence to serve as the foundational basis for developing a targeted, data-driven intervention program to enhance academic writing proficiency. Utilizing a descriptive–correlational design, primary data were collected during the second semester of Academic Year 2023–2024 from a sample of 204 freshmen students selected via stratified random sampling. The methodological framework employed a researcher-developed Writing Challenges Scale, which demonstrated high internal consistency (α = 0.91). Statistical analysis employed weighted means, the Pearson product-moment correlation coefficient (r), and Spearman's rho (ρ). The principal results revealed a moderate overall extent of challenges in learning writing skills (M = 2.95, SD = 0.81). Classroom-related conditions (M = 3.10) and L1 interference factors (M = 3.07) posed the most significant barriers. Correlation analysis revealed weak but statistically significant positive associations between student age and both student-related challenges (r = 0.141, p = 0.039) and classroom-related challenges (r = 0.174, p = 0.011). The academic program also showed a weak, significant relationship with instructional-materials-related challenges (ρ = 0.162, p = 0.021). These findings confirm that writing difficulties are multifactorial, necessitating a holistic institutional and instructional strategy.



References:

  1. Antoelli, C. (2011). The diffusion of advanced telecommunications in developing countries. Organization for Economic Co-operation and Development (OECD).
  2. Carter, C. (2009). Differentiated instruction: Taking the flat out of flatland. National Forum of Teacher Education Journal, 19(3), 1–7.
  3. Creswell, J., & Clark, P. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE Publications.
  4. Definitions.net. (n.d.). What does differentiated instruction mean? https://www.definitions.net/definition/Differentiated%20Instruction
  5. DepED. (2020). Basic education learning continuity plan. https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_012-1.pdf
  6. DepED Tambayan. (2021). A comprehensive guide to differentiated instruction for educators. https://depedtambayan.net/comprehensive-guide-differentiated-instruction-educators/
  7. Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—principles and practices. Health Services Research, 48(6Pt 2), 2134–2156.https://doi.org/10.1111/1475-6773.12117
  8. Fielding, N. G. (2012). Triangulation and mixed methods designs: Data integration with new research technologies. Qualitative Research, 6(2), 124–136. https://doi.org/10.1177/1558689812437101
  9. García, P., Amandi, A., Schiaffino, S., & Campo, M. (2007). Evaluating Bayesian networks’ precision for detecting students’ learning styles. Computers & Education, 49(3), 794–808. https://doi.org/10.1016/j.compedu.2005.11.017
  10. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
  11. Halcomb, E., & Hickman, L. (2015). Mixed methods research. Nursing Standard: Promoting excellence in nursing care, 29(32), 41–47. https://doi.org/10.7748/ns.29.32.41.e8588
  12. Hesse-Biber, S. N., & Leavey, P. (2006). The practice of qualitative research. Sage Publications.
  13. Hylton, K. (2017). Differentiated instruction: What is it? Why is it important? How can technology help? https://www.wgu.edu/blog/differentiated-instruction-what-it-why-it-important-how-can-technology-help1708.html
  14. Israel, M., & Hay, I. (2006). Research ethics for social scientists. Sage.
  15. Jacques, D., & Salmon, G. (2006). Learning in groups: A handbook for face-to-face and online environments. Routledge.
  16. Konstantinou-Katzi, P., Tsolaki, E., Meletiou-Mavrotheris, M., & Koutselini, M. (2013). Differentiation of teaching and learning mathematics: An action research study in tertiary education. International Journal of Mathematical Education in Science and Technology, 44(3), 332–349. https://doi.org/10.1080/0020739X.2012.714496
  17. Lawrence-Brown, D. (2014). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34–62.
  18. Marshall, E., Jensen, J., Boudreau, M., & Clarke, B. (2013). A new long-term care facilities model in Nova Scotia, Canada: Protocol for a mixed methods study of care by design. JMIR Research Protocols. https://doi.org/10.2196/resprot.2915
  19. Morgan, D. L. (2019). Commentary—After triangulation, what next? Qualitative Research, 13(1), 6–11. https://doi.org/10.1177/1558689818780596
  20. Norman, G. (2009). When will learning style go out of style? Advances in Health Sciences Education, 14(1), 1–4. https://doi.org/10.1007/s10459-009-9155-5
  21. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
  22. Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241–250.
  23. PowerSchool. (2021). Differentiated instruction: Definition, examples, and strategies. https://www.powerschool.com/blog/differentiated-instruction-definition-examples-and-strategies/
  24. Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches. Sage.
  25. Sarabi-Asiabar, A., Jafari, M., Sadeghifar, J., Tofighi, S., Zaboli, R., Peyman, H., & Shams, L. (2015). The relationship between learning style preferences and gender, educational major, and status in first-year medical students: A survey study from Iran. Iranian Red Crescent Medical Journal, 17(1), e18250. https://doi.org/10.5812/ircmj.18250
  26. Sheehy, K. (2002). The effective use of symbols in teaching word recognition to children with severe learning difficulties: A comparison of word alone, integrated picture cueing, and the handle technique. International Journal of Disability, Development and Education, 49(1), 47–59.
  27. Shenoy, N., & Shenoy, K. A. (2013). The perceptual preferences in learning among dental students in clinical subjects. Journal of Clinical and Diagnostic Research, 7(8), 1683–1685. https://doi.org/10.7860/JCDR/2013/4940.3219
  28. Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10, 2366. https://doi.org/10.3389/fpsyg.2019.02366
  29. Santangelo, T., & Tomlinson, C. A. (2012). Teacher educators' perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education, 34(4), 309–327. https://doi.org/10.1080/01626620.2012.717032
  30. Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935–947.
  31. Teach.com. (2018). What is differentiated instruction? Examples of how to differentiate instruction in the classroom. https://teach.com/what-is-differentiated-instruction/
  32. TEAL Center Fact Sheet No. 5. (2010). Differentiated instruction. https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/diffinstruct
  33. Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage Publications.
  34. The Peak Performance Center. (n.d.). Learning styles models. http://thepeakperformancecenter.com/educational-learning/learning/styles/models/
  35. Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2/3), 119–145.
  36. Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
  37. Understood.org. (2021). What is differentiated instruction? Examples of how to differentiate instruction in the classroom. https://www.understood.org/en/articles/differentiated-instruction-what-you-need-to-know
  38. Virginia Department of Education. (2018). Differentiated instruction: An overview. http://www.doe.virginia.gov/instruction/differentiated/index.shtml
  39. Waterford.org. (2021). How differentiated instruction can help you reach every student in class.https://www.waterford.org/education/differentiated-instruction-strategies/.
  40. Bryner, J. (2007, February 28). Most students bored at school. Live Science. https://www.livescience.com/1308-students-bored-school.html

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic