Philippine E-Journals

Differentiated Instruction based on Pupils' Learning Style Preferences: The Effects on their Numeracy Level

Annie Fei Laxamana

Discipline: Education

 

Abstract:

The study assessed the effectiveness of differentiated instruction in enhancing the numeracy skills of the Grade 3 Diamond pupils at Sta. Maria Elementary School during the Third Quarter of SY 2019-2020. The study involved twenty-seven (27) pupils who served as participants during the 6-week administration. As evidenced by their mean scores, it was revealed that the entire group of five learning styles showed improvement in their numeracy level. During the study, it was found that the majority of the participants were multimodal learners, with two or more combined modalities. Confidence levels as well as collaborative working skills of the learners were improved. The numeracy skills of Grade 3 pupils, as measured by their pre-test and post-test scores, improved after the administration of differentiated instruction, as shown by the results. The test of Significant Difference on the numeracy levels of pupils before and after their exposure to the intervention is reported to be highly significant, except for the visual learners, as the computed p-value for this LS is not less than the 0.01 level of significance. After concluding the findings of the study: the researcher recommended the following: (1) curriculum planners and developers may be mindful of determining the needs of both teachers and learners especially those with different learning styles; (2) mathematics educators should continue the search for teaching strategies that can maximize and enhance the pupils' numeracy level; (3) Parents should cooperate with the teachers in improving the numeracy level of their children and (4) Future researchers may conduct other studies relevant to the intervention.