Differentiated Instructional Practices and Academic Performance in Mathematics

Abstract

This study addresses the challenge of student performance in Mathematics by evaluating the effectiveness of differentiated instructional practices. Conducted in the Division of El Salvador City during the 2022-2023 school year, the research involved 156 teachers. It aimed to explore the respondents' profiles, the effectiveness of varied instructional methods, and their relationship to student performance in Mathematics during the First and Second Quarters. Data was collected through a descriptive questionnaire and analyzed using statistical tools like mean, frequency, standard deviation, and Pearson correlation. The findings indicate a significant positive relationship between differentiated instructional practices and students' academic performance in Mathematics. Differentiated instruction, which caters to diverse learning needs, enhances students’ understanding by fostering engagement, motivation, and comprehension. The study concludes that Mathematics teachers possess a moderate level of proficiency in using differentiated instructional practices. It highlights the importance of supportive learning environments, continuous professional development, and access to necessary resources for promoting academic success. Recommendations include ongoing professional development in Mathematics instruction and differentiation strategies, as well as targeted intervention programs for struggling students. Aligning tiered assignments with curriculum goals is also emphasized to ensure personalized instruction and the effectiveness of classroom tasks.