1

Chapter 1

INTRODUCTION

Rationale of the Study

With the speedy technological development and unprecedented increase in

competition, education comes into the world arena wherein teachers are recipients of

the pressures of enhancing instruction and meeting students outputs and performance

with the global standards. All across the nation, teachers are engaging students in

learning to meet the expectations that all students will meet the standards of

achievement under the No Child Left behind Act Guilfoyle (2006). Though schools

should be attempting to make possible the success of all students, many educational

institutions fall short, especially for students whose abilities are above or below the

average Tomlinson (2003). Often the teacher implements one lesson format to a class

of mixed-ability students, expecting each student to benefit from that same instruction

Tomlinson ( 2004).

The advent of the idea pertaining to multiple intelligences paved rise to new

focus in the educational system, the paradigm swiftly shifted from teacher centered

instruction to learner centered and from being a uni-dimensional into multi faceted

instruction catering individual needs. Addressing learners unique tendencies and

catering unique learning modalities to enhance learners performance resulted into

differentiation in instruction. Differentiation could be implemented in content, process

and product depending on learners profiles. Differentiation model has gained so much

reputation in the world of education just very recently after several studies proved it to
 2

yield better outcomes. Differentiated instruction (DI) is a teaching model that has been

widely accepted in many school systems to address the instructional needs of diverse

learners. Carol Ann Tomlinson, an expert of differentiated instruction, contends that

instructional approaches should vary and be adapted in relation to individual and

diverse students in the classroom Benjamin ( 2003).

Current research suggests that students academic needs are more readily met

in a classroom where teachers utilize the differentiated instruction approach Tomlinson,

(2004). although research indicates that most teachers understand the importance of

differentiated instruction, a majority of classroom teachers do not differentiate instruction

for academic diversity Daniels & Bizar, ( 2005). Furthermore, research shows that

student academic needs are more readily met in classrooms where teachers are

differentiating instruction. In the same vein, students aptitude for learning is directly

related to their learning styles and individual differences. It has been demonstrated that

When children of all ages are placed in responsive learning climates, in which they are

valued and helped to succeed, their attitudes and academic achievement improves

Ryan & Cooper (2007).

In the Philippines, wherein the education outcomes remains constantly

challenged( EdCom2000), the department of education is beginning to recognize

individual learners need as it is starting to adapt differentiated instruction as evidenced

by numerous seminars conducted lately. Learners in third world countries like the

Philippines are expected to manifest various learning needs and individual tendencies

as brought by diverse status ranging from socio-economic, ethnicity and family

background. Differentiation in instruction could provide alleviation to the constant

 3

challenges of the countrys education outcome, as contended by Levine ( 2003) as

stated that differentiated Instruction provides an avenue for individuals to learn in a

variety of ways. It allows students to learn by using their dominant learning styles,

multiple intelligences, and emotional intelligence Levine contends that offering a variety

of opportunities and ways to learn is one way to increase student achievement.

Diversity in students needs is absolute evident in hinterland areas where learners

are facing multiple challenges and the lack of access to various learning media such as

books and internet sources. It is a challenge to teachers ingenuity in improving

instruction to enhance learning outcomes. As observed, differentiation in instruction are

not prevalently practiced in hinterland schools like Guihulngan National High School-

Hilaitan, Trinidad Annex due to the above mentioned insufficiency and the distance from

acquiring instructional materials essentials in differentiation. The researcher embarks on

this study to find out the reasons for hesitation in implementing differentiated instruction,

and to assess the current DI status in the campus in order to propose an enhancement

scheme for DI acceleration.

Theoretical Background of the Study

This study is based on Gardners multiple intelligences theory wherein he cited

that everyone is genius in their own fields. The 21 st century has been so much of a

challenge to teachers as diversity in intelligences has been recognized after the advent

of multiple intelligences theory, the focal point of education shifted from being teacher

centered to learner centered. Answering to this call came out the differentiation in

instruction to address individuals learning needs. As schools continue to embrace a

philosophy of inclusion, teachers are challenged to meet the diversity of learning needs
 4

that exist within a classroom. Many of us are familiar with three general categories in

which people learn: visual learners, auditory learners, and kinesthetic learners. Beyond

these three general categories, many theories of and approaches toward human

potential have been developed. Gardner asserts that people who have an affinity

toward one of the intelligences do so in concert with the other intelligences as they

develop skills and solve problems In summary, integrate educational theories, teaching

strategies, and other pedagogic tools in meaningful and useful ways to better address

the needs of students. Gardner himself asserts that educators should not follow one

specific theory or educational innovation when designing instruction but instead employ

customized goals and values appropriate to their teaching and student needs.

Addressing the multiple intelligences and potential of students can help instructors

personalize their instruction and methods of assessment which later called as

differentiated instruction. Differentiated instruction has gained so much popularity in the

stage of education catering the needs of 21 st century learners equipping them with 21 st

century skills (businessballs.com, 2009). This was thoroughly discussed by

Henderson, (2009) when he cited that before teachers can begin to think about

differentiating their inclusive classroom, they need to be able to see past the

uniqueness of the children in their classrooms. Inclusion efforts to meet diverse needs

have challenged educators to modify curriculum and differentiate classroom instruction.

Inclusion reflects the global initiative toward equity for students with disabilities. In order

to meet the diverse needs of learners, a paradigm shift of thinking is needed to provide

appropriate curriculum while modifying and adjusting the curriculum. Hart (1996)

maintained that this type of innovative thinking on the part of the classroom teacher is a
 5

prerequisite to making inclusion work. Many teachers are choosing to respond to these

challenges by differentiating instruction Henderson (2009). Although differentiated

instruction is not a new concept, it has recently become mainstreamed to meet the

diverse needs of all students within an inclusive classroom. It offers teachers an

approach to developing classroom routines that will address rather than ignore the

variance that exists among students while maintaining high standards for all Tomlinson

& Cooper (2006). Differentiating instruction is a comprehensive approach to teaching. It

The above findings are reinforced by Purcell, Burns, Tomlinson, Imbeau, &

Martine (2003) when they cited that Differentiating instruction based on student need is

nothing new. This was the strategy, although perhaps not named as such, employed in

the one-room schoolhouse of yesteryear. More recently, differentiated curriculum and

instruction occur in the education of the gifted. The need to address the heterogeneous

mix found in todays classroom can be met by employing differentiation instruction (DI)

strategies. Tomlinson (2004), among others, believes that the nations advanced

students need only to show up on the day of the test to do well, thereby teaching them

that effort is not a requirement for success. Unfortunately, this corresponds to the trend

of mainstreaming, where special learning needs (on both sides of the spectrum) are

no longer met in special environments, but are the responsibility of the classroom

teacher. Therefore, segregation and homogeneity is not the answer to leave up students

achievements which was clearly contended by Tomlinson and George (2004) argue that

if advanced students are removed from the classroom to have their learning needs met,

the remaining students will have lower expectations.

 6

At the heart of differentiated instruction (DI) is the belief that all students learn

differently, so they must be given different learning opportunities Tomlinson (2001). DI is

more of a philosophy of teaching than it is a teaching strategy Wormeli (2007).

Differentiated instruction requires teachers to incorporate good teaching strategies in

novel or meaningful combinations to fit students diverse learning needs Wormeli

(2007). Teachers who employ differentiated instruction share common beliefs about

student diversity and how to rise to the challenge of educating a diverse classroom

Tomlinson & Imbeau ( 2010). One belief that teachers share is that hard work should

lead to success, not that the two are independent of each other. Differentiated

instruction is the modification of content (material), process (learning activities), or

products (assessment) of learning based on students interests, readiness, and learner

profiles Pierce & Adams, (2005). The goal of differentiated instruction is to take all

students from their current knowledge and understandings and provide opportunities

that allow for maximum learning, such as those that increase depth of understanding

and those that increase the efficiency of learning. Differentiation is the most helpful tool

in addressing the rising discrepancy in students needs and individual capacities. It is

best suited for 21st century learners in diversity.

 7

Multiple Intelligences Theory

Howard Gardner
Focused on Individual Learning Capacity

Differentiation in instruction

Content Process Product

Students attitude Teachers knowledge & Students attitude

towards differentiation Perception towards
differentiation

Accelerating the Implementation

Enhanced Students Level of
of differentiated instruction in TLE
Competence in TLE

Enhancement Proposals

Figure 1: conceptual framework of the study

 8

is an organized, yet flexible way of proactively adjusting teaching and learning to meet

kids where they are and help them achieve maximum growth as learners Tomlinson,

(2007). Differentiated instruction is a way of thinking about the classroom with dual

goals, honoring each students learning needs, and maximizing each students learning

capacity Tomlinson, (1999). It enables the successful inclusion of all students, including

the disabled, in inclusive classrooms Broderick, Mehta-Parekh, & Reid, (2005).

Differentiated instruction is an innovative way of thinking about teaching and learning.

Current research shows that student academic needs are more readily met in a

classroom where teachers are differentiating instruction Tomlinson, (2009). Tomlinson

(2003) stated: Differentiated instruction focuses on whom we teach, where we teach,

and how we teach. Its principle focus is to meet the academic needs of all learners in

the classroom. It is more of an instructional design model than a curriculum model.

Differentiated instruction is based on the premise that instructional approaches should

vary and be adapted in relationship to individual and diverse students in classrooms

Hall, Strangman, & Meyer, (2003). When students are diverse, teachers can either

"teach to the middle" and hope for the best, or they can face the challenge of

diversifying their instruction van Garderen & Whittaker, (2006). The one-size-fits all

model of instruction cannot reach all students in an inclusive classroom. That is why it

has become more important than ever for teachers to differentiate instruction to meet

the individual learning needs of each student. Some students are not successful in

school because there is a disconnection between how students learn and how they are

taught Association for Supervision and Curriculum Development ( 2002).

 9

Differentiated instruction means changing the pace, level, or kind of instruction you

provide in response to individual learners needs, styles, or interest Heacox, (2002).

Because students enter classrooms with different abilities, learning styles, and

personalities, teachers must differentiate their instruction in order to give each child

equal and appropriate education Tomlinson (2005). By adapting the lesson that is taught

(content), encouraging critical thinking (process), and providing a variety of

opportunities for students to demonstrate what they have learned (product), more

students, including students with learning disabilities, will have the chance to achieve

academic success in inclusive classroom Lewis & Bates, 2005; Smutny (2003).

Differentiated instruction properly implies the development of classrooms in which

students sometimes exercise varied learning options, work at different paces, and are

assessed with a variety of indicators appropriate to their interests and needs Tomlinson,

(2003). Systematically varying the content, product, and teaching-learning process to

provide best fit to match student readiness, interest, and learning profile is what makes

ordinary teaching truly inclusive. Henderson, (2009) While differentiated instruction is a

common-sense approach that builds on the use of research based instructional

strategies Tomlinson, 2000; Westberg & Archambault, (1995), it is not yet common

practice among educators Archambault et al., Westberg, Archambault, Dobyns, &

Salvin, 2003). Differentiated instruction requires purposeful planning by the teacher to

account for the variance among the needs, interest, and abilities of the students beyond

the regular modifications Tomlinson & Eidson, (2003). However, many school districts

have not properly trained their teachers on differentiating instruction, and as a result,

many inclusive classrooms are not being differentiated. Current research shows that
 10

most teachers understand the importance of differentiated instruction, but the majority of

classroom teachers do not differentiate instruction for academic diversity (Gable,

Hendrickson, Tonelson, & Van Acker, 2000; Guild, 2001; Westberg & Daoust, 2003).

Teachers today struggle to meet the needs of many students who have individual needs

(Pettig, 2000).
 11

THE PROBLEM

Statement of the Problem

The study aims to find out the factors affecting the implementation of technology

and livelihood education as basis for enhancement proposals:

Specifically it seeks to answer the following sub problems:

1. What is the profile of the respondent groups in terms of:

1.1 . teachers
1.1.1. age and gender;
1.1.2. civil Status;
1.1.3. highest educational attainment;
1.1.4. field of specialization;
1.1.5. relevant trainings attended; and
1.1.6. revised performance ratings?
1.2. students
1.2.1. age & gender;
1.2.2. previous general average in TLE; and
1.2.3. socio-economic status?
2. What is the level of knowledge and perception to differentiated instruction in

terms of:
2.1. content;
2.2. process;
2.3. product;
3. What are the factors teachers perceived as barriers to the implementation of

differentiated instruction in TLE?

4. What is the level of D.I. instruction as perceived by the respondents :
4.1. context/goal setting;
4.2. student assessment;
4.3. attention to individuals/ building community;
4.4. instructional practices and classroom routines;
4.5. positive/ supportive learning environment;
4.6. quality curriculum;
5. What is the level students attitude towards differentiation in TLE instruction?
6. Is there a significant relationship between the level of differentiated instruction

implementation and the students attitude towards perception?

 12

7. Is there a significant relationship between the students attitude and level of

differentiated instruction?
8. Based on the findings revealed what enhancement proposals could be

formulated?
Ho1: There is no significant relationship between the level of differentiated instruction

and the teachers knowledge and perception towards differentiated instruction.

Ho2: There is no significant relationship between the students attitude and level of

differentiated instruction.

Significance of the Study

The researchers endeavor will benefit the following:

DepEd Officials. The findings of the study could will shed light on the level of

differentiated instruction, teachers knowledge, skills and attitude towards differentiation

as well as students attitude towards differentiation as far as hinterland high schools are

concerned. This could serve as basis for crafting advocacy seminars, workshops,

trainings and interventions to enhance the implementation of differentiated instruction.

School Administrators. The findings of the study would guide administrators in making

interventions towards differentiation. It could help delve on the current level of

differentiation and root causes of the problems which are not explicitly observable

during class observations

TEACHERS. This study will shed light to teachers on how to efficiently deliver

differentiated instruction, enhance their advocacy, open their consciousness on the

impacts of differentiation towards enhancing academic performances.

 13

STUDENTS. As differentiation implementation would be strengthened, students

individual uniqueness and intelligences will be catered unleashing their full potentials

making them find learning activities to be more meaningful and interesting.

Research Respondents

The respondents of the study shall be five (5 )teachers handling TLE and eighty

(80) grade 8 TLE students at Guihulngan National High School-Hilaitan, Trinidad Annex

at Budlasan, Trinidad, Guihulngan city, Negros Oriental.

Table 1. Research Respondents

Respondents frequency percentage

Teachers 5 5.89
Students 80 94.11
Total 85 100

Method

This study utilized the quantitative method of research which utilizes descriptive

normative survey method. It provided information on the respondents profile and

teachers perception, knowledge and skills in differentiation through an adapted

questionnaire from Scheniquah King(2010), level of differentiated instruction

implementation and barriers for implementation are taken into account as well using

questionnaire adapted from Sheehan (2011). Lastly it assesses the students attitude

towards differentiation through adapted questionnaires from Ducey (2011).

 14

Flow of the Study

Figure 2 shows the flow of the study, the entire idea of the whole research

process shall be presented herein.

This study is composed of three major parts namely: the input, process and

output of the study. The input of the study shall be the result of the questionnaires on

respondents profile, and the ratings of the teachers perception, knowledge and skills in

differentiation, the barriers of the implementation, the students attitude to differentiation

and lastly the level of implementation of differentiated instruction. An enhancement

scheme shall be the output of the study.

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Respondents Profiles
Teachers Perception, Knowledge and Skills
Students Attitude
Barriers of implementation
Level of DI implementation

Data Gathering Process

Tabulation

Statistical Treatment

Chi-square

ENHANCEMENT SCHEME

Figure 1 Flow of the Study

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Research Environment

The environment where in the study shall be conducted is at Guihulngan National

High School-Hilaitan, Trinidad Annex located at Budlasan, Trinidad, Guihulngan city.

Trinidad wherein the school is located is the second most progressive barangay next to

poblacion or Guihulngan city proper. Its source of income usually comes from the

abundant farm harvests as brought by the fertile lands and live stocks which are

common source of living and even is a status symbol in the locality. Considering that

guihulngan city is an agriculture based, Trinidad is one of the primary sources of income

being the largest barangay consisting a population of approximately 9,000. Being a

mountain barangay, the students dont have easy access to learning media such as

interente sources, cell phone signals are even very scarce, majority of the households

much more the remote ones dont have reliable source of electricity, solar powers are

made available to a few. It is expected that students have minimal exposure to

television and even radio sets which hampers their actual sensory perception to the

world beyond.

Being an agricultural community, having seasonal source of income, a

considerable number of students have fairly insufficient educational support which

includes financial and even basic needs such as clothing and shelter. These

aforementioned realities depict the desirable and undesirable circumstances which posit

impact to students motivation and attitude towards learning as well as their natural

learning predispositions.
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Data Gathering Process

 18

Before administering the instruments to the target participants, permission from the

principal was done through a letter (Appendix A) to conduct a study and administer

during their free periods. The respondents will be given enough time in answering. They

were not rushed in answering so as to give them time to analyze each item presented.

The results were collected and analyzed accordingly.

Statistical Treatment

The teacher responses will be organized presented and interpreted using

frequencies and percentages. For the statistical description of the data on the teachers

perception, Knowledge and skills, barriers in implementation, student attitudes and level

of DI implementation, the researcher will tally the responses and shall be interpreted as

follows:

1. In order to obtain the profile of the respondents, the simple percentage formula was

employed.
f
P= X 100
n

Where:

P = Percentage

f = Frequency

n = Number of Cases
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2. To determine the teachers perception, Knowledge and skills, barriers in

implementation, student attitudes and level of DI implementation, The responses will

be interpreted using this formula:

fw
WM =
N

Where:

WM = weighted mean

fw = sum of the products of frequency times weight

of each score

N = sum of cases
20

3. Chi-square of relationship will be used to determine the relationship between the

level of differentiated instruction and the teachers knowledge and perception

towards differentiated instruction and the relationship between the students attitude

and level of differentiated instruction.

Scoring Procedures

Range Category Verbal Description

4.20-5.00 Strongly Agree It means that the respondents absolutely agree to
 20

the item assessed, with respect to numeric rating it

denotes 81-100%
3.40-4.19 Agree It connotes that the respondents agrees to the item

assesses with a certainty of 61-80%

2.60-3.39 Undecided It denotes that the respondent s are not so sure of

their rating with certainty of 41-60%

1.80-2.59 Disagree It means that the item assessed is not manifested

and rated a certainty level of agreement of only 21-

40%
1.00-1.79 Strongly It denotes a strong disagreement from the

Disagree respondent groups with a certainty level of

agreement of 0-20%

DEFINITION OF TERMS

To facilitate better understanding of the concepts and important ideas in this

study, the following terms are operationally defined.

Accelerating. Enhancing student performance in knowledge, values and attitude

through strong DI implementation.

Content Differentiation. The level of difficulty of the lesson is differentiated

basing upon students learning profiles and individual learning capacities
Contest Goal Setting. It refers to the planning and sticking to the plan in delivery
of lesson and gaining the output.
 21

Differentiated Instruction. A method of teaching that caters to individual

learning capacities and modalities. It considers differentiation in both content, process
and product.

Implementation Barriers. It refers to the problems met by teachers that hinders

or deters the implementation of differentiated Instruction

Instructional Practices and Classroom Routines. It refers to the level of

instructional practices in differentiation such as tiered activities, curriculum compacting,
flexible groupings etc.

Level of Di Implementation. It points out to the extent of implementation based upon

respondents ratings.

Positive Support. It points out to the support given by administration such as

technical assistance, allocation of funds, provision of instructional and technological
media, provision of laboratory etc

Process Differentiation. The methods of teaching is differentiated to suit to

individual leaners learning modalities e.g. Visual, kinesthetic and auditory.

Product Differentiation. The assessment is administered in various forms

depending on the individual capacity of the learners. Assessment could be done through
dancing to kinesthetic students, creating a song to musically inclined, making project to
manipulative and etc.

Quality Curriculum. It refers to the design of curriculum that favors

differentiation, suited for particular grade levels and favors the acquisition of 21 st century
skills.
.

Student Attitude. It refers to the students attitude to various forms of

differentiation, whether they found it an advantage or not, it also pints out to their
perception on the level of DI implementation to various areas.

.
 22

BIBLIOGRAPHY

BIBLIOGRAPHY

Benjamin, A. (2002). Differentiated instruction: A guide for middle and high school
teachers. Fitchburg, MA: Eye on Education

Daniels, H., & Bizar, M. (2005). Teaching the best practice way: Methods that
matter.Portland, ME: Stenhouse.

Hart, S. (1996). Beyond special needs: Enhancing childrens learning through

innovative thinking. London: Paul Chapman.

Henderson, K. J. (n.d.). Differentiation: The royal road to inclusion in senior high

 23

schools. Memorial University of Newfoundland. Retrieved from

www.mun.ca/edge2009.

Howard Gardners Multiple Intelligences Theory. businessballs.com, (2009)

facdev@niu.edu, www.niu.edu/facdev.

Guilfoyle, C. (2006). NCLB is there life beyond testing? Educational Leadership,

Levine, M. (2003). Celebrating diverse minds. Educational Leadership,

Martinez, R. S. (2003). Impact of a graduate class on attitudes toward inclusion,

perceived teaching efficacy and knowledge about adapting instruction for
children with disabilities in inclusive settings. Teacher Development,

Pierce, R.L., & Adams, C.M. (2005). Using tiered lessons in mathematics.
Mathematics Teaching in the Middle School

Tomlinson, C.A. (2001) How to differentiate instruction in mixed-ability classrooms

(2nd ed.). Alexandria, VA: Association for Supervision and Curriculum
Development.

Tomlinson, C.A. (2002). Different learners, different lessons. Instructor.

Tomlinson, C.A. (2004). Differentiation in diverse settings. The School

Administrator
Tomlinson, C.A. (2005a). Quality curriculum and instruction for highly able
students. Theory Into Practice,

Tomlinson, C.A. (2005b). Traveling the road to differentiation in staff development.

Journal of Staff Development,
Tomlinson, C.A. (2005c). Grading and differentiation: paradox or good practice?
Theory Into Practice,.

Tomlinson, C.A. (2006). An alternative to ability grouping. Principal Leadership,

.Tomlinson, C.A., & George, P.S. (2004). Teaching high ability learners in an
authentic middle school. Middle School Journal

Tomlinson, C.A., & Imbeau, M. B. (2010). Leading and Managing a Differentiated

Classroom. Alexandria, VA: Association for Supervision and Curriculum
Development.

Wormelli, R. (2007). Differentiation: from planning to practice, grades 6-12.

Portland, Maine: Stenhouse Publishers.
 24

APPENDICES

Appendices
APPENDIX A

The Principal
Department of Education
Guihulngan National High School-Hilaitan Trinidad Annex
 25

Madam:

I am conducting a research on Accelerating Students Performance in Technology

and Livelihood Education through Enhanced Differentiated Instruction as prerequisite
for the Degree master of arts in Vocational Education. This study aims to find out the
current level diffetentiated instruction implementation, knowledge and skills of teachers
in differentiation and students attitude to differentiation as basis for enhancement
proposals
In view thereof, May I request permission to conduct the study and administer the
questionnaires to the different respondents during their free periods.
I am looking forward to your favorable consideration on this request so that this
research study will be realized.
Thank you so much and more fruitful years.

Very Truly Yours,

MA. ANNA B. MARCO

Researcher

Approved:

______________________

APPENDIX B

DI OBSERVATION FORM
Survey for High School Teachers Regarding Differentiated Instruction for Students in
Grades 9-12
Part I: Demographic Information
Place a (x) next to the answer that best pertains to you.
Gender:
 26

______ Male
______ Female

Age:
______20-29 years _____30-39years ______40-49 years _____50+ years

You are currently employed as a:

______Regular Education 9- 12 teacher
______Special Education 9-12 teacher
Years of teaching experience:
______1- 5 years _____6-10 years ____11- 15 years _____16- 20 years ____21- 25
years ___26 + years
Subject:
______a. English _____b. Science
______c. Math _____d. Social Studies
How often do you differentiate instruction in your classroom?
____Never ____Sometimes (1 to 2 days a week) ____ Frequently (3 to 4 days a week)
____ Always (daily)
Civil Status:________________
Latest performance ratings:________

Student Profiles:
Age:____________ Gender:_________ Previous general average in TLE_______

Combined Family income:_________________________

APPENDIX B

Part II: Teachers Knowledge and Perception Regarding Differentiated Instruction.

Please circle the appropriate abbreviation which represents your response.
5 SA=Strongly Agree
4. A=Agree
 27

3 U=. Undecided
2 D=Disagree
1. SD=Strongly Disagree
Teachers knowledge and perception 5 4 3 2 1

1. I know what differentiated instruction

is.
2. Differentiated instruction is an
effective way to enhance academic
achievement for diverse learners in
inclusive classes
3. Differentiated instruction allows you
to present information to all students
within the class more
effectively/appropriately.
4. I know how to organize lessons
according to the principles of
differentiated instruction.
5. Differentiated instruction gives all
students the specialized instructional
focus that special education students
receive through individualized
education plans
6. I need more training in differentiated
instruction
7. I know how to differentiate instruction
in an inclusive classroom are
differentiated
8. I am responsible for differentiating my
instruction to meet students varying
readiness levels, learning
preferences, and interests

9. Differentiated instruction provides

different avenues for acquiring
content.
10. I am familiar with differentiated
instruction of differentiated instruction
11. Differentiated instruction provides
students with multiple options for
acquiring, processing, and expressing
knowledge
12. students understand the concept
better when lessons are
differentiated.
 28

13. Students feel more successful when

lessons are differentiated
14. I know how to use differentiated
instruction strategies to meet the
diverse needs of students. (Ex.
Flexible Grouping, Tiered Activities,
Anchoring Activities, and Curriculum
Compacting).
15. Differentiated instruction is chaotic.

16. I am able to teach more students in

less time when I differentiate my
lesson to teach.
17. Students perform better when
lessons are differentiated.
18. Differentiated instruction is
individualized instruction.

19. Differentiated instruction is just

another way of providing
homogenous grouping
20. Differentiated instruction allows
teachers to use various instructional
strategies to meet the needs of all
students
average

APPENDIX C

Part III: Factors Teachers Perceive as Barriers in Implementing Differentiated

Instruction.
Please circle the appropriate abbreviation which represents your response.
 29

5 =Strongly Agree
4 A=Agree
3 U=Undecided
2 D=Disagree
1 SD=Strongly Disagree

Barriers to differentiation 5 4 3 2 1

1. Time has a direct impact on my ability

to implement differentiated instruction
2. Administrative support has a direct
impact on my ability to implement
differentiated instruction.
3. Professional Development has a
direct impact on my ability to
implement differentiated instruction
4. Content Knowledge and Skills have a
direct impact on my ability to
implement differentiated instruction
5. Teacher- student ratio have a direct
impact on my ability to implement
differentiated instruction.
6. State Standards and Assessments
has a direct impact on my ability to
implement differentiated instruction.
7. Instructional Efficacy has a direct
impact on my ability to implement
differentiated instruction
8. Availability of media and essential
technology for differentiation.
9. The lack of trainings in differentiation.

10. Students learning orientation towards

differentiation
Average

APPENDIX D

Part IV
Please rate the following items in accordance with the scale below:

5 SA=Strongly Agree
4 A=Agree
3 U=Undecided
2 D=Disagree
 30

1 SD=Strongly Disagree
STUDENT SURVEY QUESTIONNAIRE

Student attitude survey 5 4 3 2 1

1. Homework/class work assignments in

the course were purposeful
2. Material was presented in a
meaningful way.
3. I enjoyed the methods used as
material was presented.
4. Lab activities were meaningful and
purposeful
5. I preferred doing the lab activities
before I was taught the corresponding
topic
6. I preferred doing the lab before I was
taught the concept.
7. I got to explore the concept without
knowing what would happen.
8. I enjoyed doing the lab after I was
taught the concept because it helped
me understand the concept.

9. I enjoyed doing the lab after I was

taught the concept so I was not
confused by what I was supposed to
be doing.

10. Projects and homework/class work

assignments allowed me to show
what I know.
11. Tests allowed me to show what I
know.
12. I paid attention during class when
differentiation is employed.
13. I felt engaged during class time.

14. I was bored during class time. .

Compared to other classes, this
teacher responded more to my
learning needs.
15. Compared to other high school TLE
classes I have taken, this class
involved more lecture time.
16. Compared to other high school TLE
 31

classes I have taken, this class

involved more group work.
17. I felt this teacher/course was a good
match for the way that I learned.
18. Projects and homework/class work
assignments in this course were
challenging but not too hard.
19. Compared to other high school TLE
classes I have taken, this class was
more interesting.
20. The instructional techniques of this
teacher were a good balance of
lecture and lab.
21. Compared to other classes at the
same level (other standard or other
honors), this class was more
challenging yet more interesting.
TOTAL

AVERAGE

APPENDIX E
Part V
Questionnaire on Level of DI instruction as perceived by Teachers:

CONTEXT/GOAL SETTING Very Strong Somewhat Not

Strong 3 Strong Strong
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4 2 1
Established clear learning goals
(knowledge, understanding, skills).
inked new subject matter to prior
learning and/or experience.
Most students appear aware of and
understand the learning goals
Closed the class with a focus on
goals/meaning of lesson.
STUDENT ASSESSMENT
Talked with students as they
entered/exited class.
Connected with individual students
during class.
Helped develop awareness of one
anothers strengths/contributions.
Involved whole class in
sharing/planning/evaluating.
INSTRUCTIONAL PRACTICES AND
CLASSROOM ROUTINES
Varied student groupings: individual;
pairs; small groups.
Used multiple modes of instruction,
with emphasis on active learning.

Made flexible use of classroom space,

time, materials.
Communicated clear directions for
multiple tasks.
Provided effective rules/routines that
supported individual needs.
Displayed effective classroom
leadership/management.
Demonstrated respectful behavior
toward students.

Demonstrated sensitivity to different

cultures/ethnicities.
Acknowledged/celebrated student
strengths/successes.
Active participation by a broad range of
students.
Students comfortable asking
questions/requesting assistance. \
Emphasis on competition against self,
 33

not other students.

QUALITY CURRICULUM
Lesson targeted one or more State
learning standards.
Lesson focused on important ideas,
issues, or problems.
Tasks emphasized thought/meaning
vs. drill & practice.
TOTAL
Average
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CURRICULUM VITAE

CURRICULUM VITAE

PERSONAL BACKGROUND:

Name : Ma. Anna B. Marco

 35

Date of Birth : March 1, 1994

Place of Birth : Guihulngan, Negros Oriental

Civil Status : Single

Religion : Roman Catholic

Home Address : Kalabaklabakan, Trinidad, Guihulngan, Negros

Oriental

Name of School : Guihulngan National High School, Trinidad Annex

EDUCATIONAL BACKGROUND:

Graduate School : Cebu Technological University

Master of arts in

Vocational Education

College : Bachelor of Science in Secondary Education

Major in Technology and Livelihood Education

Negros Oriental State University

Guihulngan, Negros Oriental

Secondary : HILAITAN NATIONAL HIGH SCHOOL(TRINIDAD ANNEX)

Budlasan, Trinidad, Guihulngan, Negros Oriental

 36

2007-2011

Elementary : KALABAKLABAKAN ELEMENTARY SCHOOL

: Guihulngan, Negros Oriental

2011-2015

EMPLOYMENT RECORD:

2016 Date : Teacher I, DepED

Guihulngan National High School-Hilaitan, Trinidad Annex

Budlasan, Trinidad, Guihulngan City, Negros Oriental

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