• MARY FRANCE AGNAS SALE

ABSTRACT TITLE: Differentiated Instruction and Mathematics Achievement of Grade 3 Learners Researcher: MARY FRANCE AGNAS SALE Type of Document: Unpublished Master’s Thesis (2024) Accrediting School: Naga College Foundation, Inc. Naga City Keywords: Differentiated Instruction, Mathematics Achievement, Assessment, Level of Utilization This study determined the effect of differentiated instruction on learners’ mathematics achievement of Grade 3 pupils at Casugad Elementary School, Bula, Camarines Sur, for the school year 2023–2024. Specifically, it answered the following : (1) the level of utilization of the differentiated instruction used by the teacher; (2) the level of mathematics achievement of Grade 3 learners in mathematics after using differentiated instruction; (3) the significant relationship between the level of utilization of the differentiated instruction and the mathematics achievement of Grade 3 learners; (4) the extent to which the level of utilization of the differentiated instruction significantly influences the level of mathematics achievement of Grade 3 learners; (5) the intervention program that may be crafted to enhance the level of utilization of differentiated instruction and the mathematics achievement of Grade 3 learners in mathematics. The study employed a descriptive-correlational design method of research. The 99 learners of Grade 3, accompanied by their parents, and 3 mathematics teachers served as the respondents of the study. A teacher-made test was the data gathering tool. The findings of the study revealed the following: (1) the level of utilization of differentiated instruction by teachers received a mean score of 3.58; (2) the level of mathematics achievement of Grade 3 learners after using differentiated instruction had an average mean of 4.89; (3) The findings indicate that the strongest influence of differentiated instruction on mathematics achievement was observed in assessment for Statistics and Probability (51.3%, Moderate), followed by learners’ activities for Statistics and Probability (47.5%, Moderate), and lesson delivery for Statistics and Probability (44.9%, Moderate). The lowest influence was noted in learners’ activities for Measurement (11.8%, Very Low) and assessment for Measurement (15.4%, Very Low). (4) The findings yield the value of r2 =.036. The extent of influence of the level of utilization of the differentiated instruction on the level of mathematics achievement was given the value of r2 =.036 Conclusions were : (1) the overall level of utilization of the differentiated instruction by teachers was highly utilized; (2) The grade 3 learners belong to the below basic categories; (3) Differentiated instruction showed a moderate influence on learners' mathematics achievement in Statistics and Probability, while its influence on Measurement was predominantly very low; (4) the level of utilization of the differentiated instruction revealed a very weak influence.

Differentiated Instruction, Mathematics Achievement, Assessment, Level of Utilization

"Differentiated Instruction and Mathematics Achievement of Grade 3 Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 2, page no.f594-f606, February-2025, Available :http://www.jetir.org/papers/JETIR2502580.pdf

"Differentiated Instruction and Mathematics Achievement of Grade 3 Learners", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 2, page no. ppf594-f606, February-2025, Available at : http://www.jetir.org/papers/JETIR2502580.pdf