CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter synthesizes existing literature relevant to the topic, providing context

and highlighting gaps that this study seeks to address. By analyzing past research and

significant contributions in the field, this review clarifies the study's theoretical

framework. It supports its methodology, ensuring a thorough understanding of previous

work that informs the research questions and objectives.

Differentiated Teaching Strategies

Mathematics teachers who are supportive, encouraging, and foster a growth

mindset within an inclusive environment can significantly influence the students' attitude

toward learning and academic achievement (Han, 2021). Crucial to this influence are

the teaching strategies that teachers use, which are designed to facilitate learning, are

adaptable to diverse student needs, and are aligned with learning objectives. Research

shows that teachers around the world integrate different strategies to enhance learning,

such as differentiated instruction, pair and group work, technology integration, flipped

classroom, jigsaw strategy, and whole class discussion (Enriquez, de Oliveira &

Valencia, 2018). These strategies, specifically differentiated instruction, are essential for

addressing individual learning needs and can significantly impact junior high school

students' academic satisfaction in mathematics. In addition, differentiated instruction is

an effective approach to enhancing students’ mathematical communication abilities,

mathematical thinking processes, and mathematics achievement (Maryani et al., 2025).

 Additionally, a study conducted in the Division of Butuan City, Agusan del Norte,

investigated the relationship between teachers’ professional development and their

capacity to implement differentiated instruction in mathematics using the TPACK

framework (Technology, Pedagogy, and Content Knowledge). The results revealed that

pedagogical knowledge scored the highest among the TPACK components, while

different learning activities in lesson design and implementation received the highest

rating in differentiated instruction practices. The study emphasized the need for

continuous training and seminars to strengthen teachers’ instructional competence,

especially in applying differentiation to mathematics problem-solving. These findings

highlight that enhancing teachers' differentiated teaching strategies contributes to more

effective instruction, which may lead to greater academic satisfaction among junior high

school learners in mathematics (Arnado & Patalinghug, 2021).

Content Differentiation

Content differentiation is an instructional strategy that allows teachers to modify

learning materials to meet the diverse needs of students. It recognizes that learners

process information in various ways and progress at varying paces. According to Del

Mar (2024), content can be adjusted to match how students learn, whether through

problem-solving activities or foundational concepts such as math facts. This approach

emphasizes flexibility in accessing information and using materials aligned to individual

learning preferences.

Similarly, S. Cleaver (2025) emphasized that teachers can differentiate content

based on students’ readiness levels, particularly when learners possess different levels
of knowledge or understanding about a specific topic. Differentiation does not mean

teaching every student entirely different lessons; rather, it involves recognizing what

students already know and what they are capable of doing, and then providing

appropriate mini-lessons and learning tasks that challenge students according to their

readiness.

Another form of content differentiation personalized learning is a form of content

differentiation that tailors instruction to meet students' needs. By utilizing software that

adapts to learners' performance, students can engage with materials tailored to their

specific learning styles, such as text or interpreting visual graphs. This method improves

accessibility and learning outcomes by aligning with students’ strengths and needs.

Another approach is the use of tiered activities. In this strategy, students work on tasks

at varying levels of complexity, ensuring that all learners engage with the core idea, but

the readiness is appropriate to them (Del Mar, 2024).

Process Differentiation

Process differentiation involves varying how students engage with content,

usually through varied tasks, scaffolding techniques, or flexible grouping strategies.

Dailo and Dailo (2022) demonstrated the effectiveness of process differentiation by

implementing differentiated activities and learning stations in Grade 7 mathematics

classes. Their quasi-experimental study showed significant gains in students’ critical-

thinking abilities, illustrating that offering multiple pathways for engagement leads to

deeper learning outcomes. Similarly, Aguhayon, Tingson, and Pentang (2023)

highlighted in their study that small-group scaffolding and guided practice promote
active participation, particularly among students struggling with foundational

mathematics skills, therefore balancing differences in learners’ pace.

Other studies also support the importance of adjusting processes to

accommodate students’ diversity. Rosario (2024), for instance, narrated how two

inclusive classroom teachers implemented peer tutoring, guided discovery, and

differentiated questioning techniques in mathematics. These adaptations not only

addressed academic gaps but also improved student motivation and classroom

inclusivity. However, Rosario also pointed out the challenge of maintaining consistency

in implementing varied processes, given classroom constraints such as large class

sizes. Such findings emphasize that while process differentiation is effective, it requires

careful planning and teacher adaptability.

In consonance, recent studies support these results by highlighting the

importance of structured teacher preparation. Estaiteyah and DeCoito (2023),

examining preservice STEM educators in Canada, revealed that explicit planning

frameworks empowered teachers to design tiered tasks, scaffolded group work, and

inquiry-based processes. Their study suggests that process differentiation is not just a

classroom practice but also a skill that needs sustained professional development.

Similarly, Atmojo and Nugroho (2024) in Indonesia highlighted that tailoring worksheets,

media, and small-group tasks to student readiness improved both engagement and

conceptual understanding. Their findings align with Kamarulzaman (2022), who showed

that high-level inquiry tasks and group problem-solving processes effectively enhanced

mathematical thinking among gifted students. These findings indicate that when process

differentiation is executed deliberately, it promotes engagement, critical thinking, and

inclusivity across diverse learners. It also enhances students’ academic satisfaction by

providing multiple ways for them to access and interact with mathematical concepts.

The differentiation approach also emphasizes grouping students based on their

traits and using various strategies to support teaching among learners with similar

abilities. This principle aims to enhance teaching effectiveness by considering students'

unique characteristics such as interests, creativity, and learning abilities, which guide

the selection and adaptation of educational goals, content, and instructional methods.

Educational policies in many countries also mandate that teachers tailor their lessons to

address the diverse needs of learners. Differentiated instruction refers to the

modification of lessons to accommodate each child’s unique needs, including prior

knowledge and skills, interests, and classroom behavior. To proactively adjust

instruction, teachers should consistently monitor and assess students’ needs and make

deliberate decisions based on these evaluations during lesson planning and

implementation. In this context, differentiated instruction is often defined as an adaptive

and proactive educational approach (Goyibova et al., 2025).

Product Differentiation

Product differentiation refers to the varied outputs or demonstrations of learning

that students can produce to show their mastery of a subject. In mathematics

classrooms, this often means allowing learners to present problem-solving in different

forms, such as projects, written work, or oral explanations, and according to the study of

Aguhayon et al. (2023), giving students alternative products, such as performance tasks

and written assignments adjusted to their levels, not only closed learning gaps but also
improved learners’ confidence. Similarly, Baybayon and Lapinid (2024) found that when

students were offered differentiated worksheets and choice in task formats within a

flipped classroom model on quadratic equations, their mastery levels and overall

performance improved significantly.

Other studies also show consistent benefits of product differentiation. Malik,

Munir, and Lestari (2024) demonstrated that integrating alternative products such as

projects, portfolios, and posters within differentiated instruction increased engagement

and allowed deeper conceptual demonstration compared to traditional tests. In a related

study, Majuddin (2022) found that students perceived differentiated product tasks as

fairer and less anxiety-inducing, provided that rubrics and exemplars were clear. These

findings highlight the need for clear assessment criteria when implementing product

differentiation, as students’ perceptions of fairness and clarity significantly affect their

motivation and satisfaction.

Moreover, product differentiation has been shown to complement process

differentiation in driving student satisfaction. Liou et al. (2023), in their empirical study

on nursing education, revealed that students exposed to both varied learning processes

and multiple assessment products reported higher engagement and learning

satisfaction. Likewise, Atmojo and Nugroho (2024) stressed that differentiated products

must align with the differentiated processes employed during instruction, ensuring that

learners can demonstrate mastery in ways that reflect their differentiated learning styles.

Together, these studies suggest that product differentiation extends the benefits of

differentiated instruction by offering differentiated activities to showcase students’

understanding, aligning with their readiness, interests, and learning profiles. When
properly supported with rubrics, feedback, and clear expectations, differentiated

products not only enhance academic performance but also strengthen student

motivation and satisfaction.

Learning Environment

Learning environment refers to the physical, social, and psychological spaces in

which students engage with learning activities, and it plays a critical role in shaping

students' academic outcomes, motivation, and satisfaction. Differentiated Instruction

(DI) has been increasingly recognized as an effective strategy for creating a positive

and inclusive learning environment. Gyoba et al (2025) emphasized that Differentiated

Instruction (DI) enriches engagement and challenge through adapting instructions,

content, and assessment to meet the diverse needs of students, fostering a learning

environment where students are encouraged and competent. Similarly, Ramaila (2025),

through systematic investigation, found that classrooms integrating Differentiated

Instruction (DI) enhance students' engagement, interest, and participation, indicating

that adjusting instruction based on the students' readiness and learning style contributes

to a motivating and effective environment.

Physical and social aspects of the learning environment further influence the

students’ engagement. Detyna et al. (2025) note that innovative classroom designs,

including flexible seating arrangements and the integration of technology, can increase

students' engagement and collaborative learning, making the environment dynamic and

conducive to active participation. Forde et al (2025) emphasized that inclusive learning

environments, developed through collaboration among educators and stakeholders,

foster a sense of belonging among students, supporting engagement and promoting

satisfaction. Moreover, Bizimana (2025) demonstrates that supportive teacher-student

interaction and clear classroom expectations enhance students’ confidence and

willingness to participate.

Learning Experience

Learning experience reflects how students perceive the quality, relevance,

and enjoyment of their classroom interactions, which in turn shapes their overall

academic satisfaction. Recent research in mathematics emphasizes that instructional

design significantly influences this dimension. Tang et al. (2022) found that junior high

school students who received short, focused micro-lectures reported greater satisfaction

with their learning. The clarity and efficiency of the lesson design enriched their

classroom experience, showing that well-structured in-person instruction can enhance

both achievement and satisfaction. This highlights the importance of considering how

the delivery of content directly contributes to how students experience mathematics

learning.

Similarly, Insorio and Librada (2025) found that differentiated instruction in

mathematics significantly improved students’ learning experiences and academic

performance because instructional strategies were adjusted to meet diverse learning

needs. Their findings indicated that meaningful learning experiences occur when

teachers present lessons clearly and provide varied activities that help students

understand mathematical concepts more effectively. These results highlight that when

teachers employ clear explanations and diverse learning activities, students tend to
report higher satisfaction with their mathematics learning experience. In addition, Talić

et al. (2022) reported that students’ perceptions of instructional quality may fluctuate

depending on how lessons are delivered in different situations. Their study emphasized

that although students may generally perceive instruction positively, variations in

classroom interaction and lesson delivery can influence how consistently engaging the

learning experience feels. This suggests that consistent instructional quality and

effective classroom interaction are important in maintaining students’ positive learning

experiences in mathematics.

Classroom social and relational dynamics also play a vital role in shaping

learning experiences. Photopoulus et al. (2022) compared in-person and remote

learning contexts and concluded that face-to-face environments allowed for richer social

engagement, stronger peer interactions, and immediate feedback from teachers. These

factors made in-person learning more satisfying for students, suggesting that the sense

of belonging and support students receive in class is integral to a positive learning

experience. Pirrone et al. (2022) further reinforced this finding by noting that math

anxiety was mitigated more effectively in face-to-face classrooms where teachers could

provide instant scaffolding and peers could offer encouragement. Together, these

studies illustrate that a supportive classroom environment enhances students’

experiences by reducing barriers such as anxiety and by fostering stronger

engagement.

Additionally, affective factors such as enjoyment and interest also strongly

shape the quality of learning experiences. Weinhandl et al. (2024) explored the interplay

of enjoyment, engagement, and anxiety in secondary mathematics classrooms, finding

that positive emotions amplified students’ classroom experiences while negative

emotions diminished them. Students who reported higher enjoyment described their

classroom experiences as more meaningful and satisfying. Similarly, Wu et al. (2025),

using PISA 2022 data, demonstrated that teacher clarity, supportive relationships, and

opportunities for collaboration were consistent predictors of positive learning

experiences and academic satisfaction across multiple countries. These findings

suggest that when student feel engaged, supported, and emotionally secure, their

overall satisfaction with mathematics learning increases.

Learning Pace

Learning Pace refers to the rate at which students’ progress with new material

and develops mastery in academic concepts. In a mathematics classroom, learning

pace plays a crucial role in determining how students effectively absorb and apply the

lesson, as it affects their understanding and confidence. According to Brochers et al

(2023), students’ pace of learning varies significantly, and those who initially struggle

respond to appropriate guidance and conceptual and individualized feedback. Their

study about AI-supported mathematics classrooms found that learners who received

initial scaffolding demonstrated noticeable improvement and eventually matched the

pace of their higher-performing peers. This finding emphasizes the importance of

adjusting the instructional timing to accommodate diverse learning paces —a key

principle in differentiated teaching.

Similarly, Aguhayon et al. (2023) demonstrated that differentiated instruction

effectively addresses learning gaps by providing learners with tasks aligned to their
readiness level, enabling them to progress through the lesson at a comfortable pace.

Their findings revealed that when students are given flexible time frames to complete

mathematical activities, their confidence and academic satisfaction increase. This

flexibility prevents slow learners from feeling left behind while also providing advanced

learners with enrichment tasks or activities to sustain their engagement. The integration

of flexible pacing within differentiated instruction ensures that students experience

challenge and success at their respective levels, contributing to a positive learning

environment that values individual progress. These studies highlight that recognizing

and adapting to students’ different paces can enhance motivation, confidence, and

satisfaction in mathematics learning, aligning with the goals of differentiated teaching

strategies.

Engagement

Student engagement is one of the strongest predictors of both learning outcomes

and academic satisfaction in mathematics. It represents the cognitive, emotional, and

behavioral investment students make in the learning process. Papageorgiou et al.

(2025) emphasized that engagement in mathematics is sustained when students are

given opportunities to explore, collaborate, and problem-solve in open-ended and

inquiry-driven tasks. Their systematic review revealed that lessons encouraging

exploration and active participation not only improved comprehension but also

heightened students’ sense of satisfaction with learning. This finding suggests that

differentiated strategies promoting active involvement can make mathematics more

meaningful and enjoyable for students.

 Engagement also increases when learning activities stimulate interest and allow

students to take ownership of their work. Tukiman and Mohamad Yunos (2024)

demonstrated in their study that incorporating interactive games and student-led

activities significantly increased emotional and behavioral engagement among junior

high mathematics learners. Students expressed greater enthusiasm and persistence

when given autonomy and variety in tasks. Similarly, Navarro et al. (2024) found that

engagement mediates the relationship between perceived learning and achievement,

indicating that the more engaged students feel, the more likely they are to perform well

and report higher academic satisfaction. These findings highlight the importance of

designing lessons that combine challenge, autonomy, and relevance.

Apart from the activities, the classroom’s social and emotional environment

strongly affects students’ engagement. Kassab et al. (2024) found that supportive

teacher-student interactions and a positive classroom atmosphere fostered stronger

emotional engagement, which in turn boosted satisfaction with the learning process.

When students feel respected, heard, and encouraged, they are more likely to

participate actively and persist through difficult mathematical tasks. In other words,

engagement becomes not just a reflection of individual effort but a shared product of

classroom culture.

Engagement is also linked to how students perceive their own competence and

progress. Schweder et al. (2025) observed that autonomy-supportive practices in junior

high school mathematics-maintained students’ engagement even during challenging

transitions between teacher-directed and self-directed work. Students who felt

empowered to make learning choices were more invested and satisfied. Altogether,
these studies suggest that engagement acts as a bridge connecting differentiated

teaching strategies with academic satisfaction. By designing mathematics instruction

that is engaging, emotionally supportive, and autonomy-rich, teachers can nurture

deeper engagement that can enhance both students’ learning and their satisfaction with

the subject.

Motivation

Motivation is a key psychological factor that drives students’ willingness to learn

and persevere, especially in mathematics, where many learners face challenges that

can lower confidence or interest. Contemporary research rooted in Self-Determination

Theory (STD) emphasizes that motivation flourishes when students’ needs for

autonomy, competence, and relatedness are supported. Yuerong et al. (2024)

demonstrated in their study that students who felt autonomous, capable, and socially

connected in their learning environments reported higher levels of perceived learning

and satisfaction. The study also found that teaching presence, through clear guidance

and encouragement, mediated this relationship, suggesting that motivated learners

excel in classrooms where teachers actively nurture these three psychological needs.

Wang et al. (2024) reinforced this through a meta-analysis of SDT-based

educational interventions, concluding that strategies promoting autonomy and

competence consistently led to higher intrinsic motivation and engagement across

various subjects. In mathematics, this could include giving students the freedom to

choose problem-solving methods or pacing and recognizing incremental mastery. The

review confirmed that when students’ motivational needs are met, their employment and

satisfaction with learning improve significantly. These findings align closely with the
philosophy of differentiated instruction, which seeks to accommodate individual learner

profiles and promote self-directed engagement.

Shank (2024) provided practical classroom evidence for this connection by

redesigning secondary mathematics lessons to include autonomy-supportive elements

such as task choice and peer collaboration. Students reported stronger motivation and a

greater sense of ownership over their learning, which translated into improved

satisfaction with their mathematics experience. Similarly, Schweder et al. (2025) found

that when students transitioned between teacher-directed and self-directed learning

phases, those who perceived autonomy-supportive practices sustained their motivation

longer and showed greater persistence. This highlights that flexibility in teaching

strategies, allowing students to explore, choose, and self-regulate, plays an important

role in maintaining motivation throughout mathematical learning.

Motivation also has emotional and relational dimensions. Kassab et al. (2024)

observed that supportive teacher-student interactions and positive classroom climates

promote not just engagement but also internal motivation. When learners feel safe to

make mistakes and are encouraged to persist, they experience greater satisfaction and

confidence in their abilities. Together, these studies suggest that differentiated teaching

strategies that respect students’ autonomy, build competence, and cultivate meaningful

relationships can strengthen motivation.

Perceived Learning

Perceived Learning refers to how students assess their own learning, progress, and

mastery of instruction. It is not limited to grades or test results but reflects how confident
they feel in understanding concepts and solving problems. In mathematics, perceived

learning is particularly important because many students struggle with self-efficacy, and

their beliefs about how much they have learned often determine their motivation and

satisfaction in the subject. A classroom that provides clarity, relevance, and helps

support learners to recognize their growth and feel more confident in their performance.

Spooner et al (2023) found that high school students reported stronger perceptions of

learning when they work on a mathematical task that connects the lesson to a real-

world problem. Engaging in authentic application of mathematics allowed students to

see the value of their learning, which boosted their confidence and sense of

accomplishment.

Similarly, Pizon and Ytoc (2021) found that students’ attitudes, motivation, and

teaching strategies significantly influence their perceived learning and mathematics

performance. Their study revealed that when students feel confident in their learning

and recognize improvements in their understanding, they develop stronger perceptions

of their learning progress. This suggests that supportive teaching strategies and positive

learning attitudes help students better evaluate their academic growth and strengthen

their confidence in mathematics learning.

Moreover, Dres et al (2025) emphasized the role of classroom error climate in

shaping the perceived learning. Their longer study across mathematics classrooms

proves that students felt they learned when mistakes were treated as opportunities for

improvement rather than failures. Supportive feedback and encouragement fostered a

sense of mastery, whereas harsh responses reduced students’ confidence in their

learning. For teachers, applying differentiated instruction means creating space where
learners can explore and receive constructive feedback that helps students recognize

and value their own learning.

 Talić, I., Scherer, R., Marsh, H. W., Greiff, S., Möller, J., & Niepel, C. (2022).

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 Insorio, A. O., & Librada, A. R. P. (2025). Enhancing students’ academic

performance by making the mathematics learning experience meaningful

through differentiated instruction. Contemporary Mathematics and Science

Education, 6(2), ep25008. [Link]

 Pizon, M. G., & Ytoc, S. T. (2021). A path model to infer mathematics

performance: The interrelated impact of motivation, attitude, learning style and

teaching strategies variables. arXiv. [Link]