December 6, 2022
MARITES M. URCIA
Head Teacher VI – Mathematics
San Pedro Relocation Center National High School
City of San Pedro, Laguna
Madam:
Greetings of Peace!
The undersigned is working on research work entitled “Improving Student
Mathematical Engagement and Academic Performance through Differentiated
Instruction”. The objective of this study is to enhance the mathematical
engagement and academic performance of Grade 11 HUMSS students despite the
challenges in the new normal learning situation.
May we respectfully request technical assistance from your good hand to validate
our test material for the questionnaire, and interview guide questions of our
research at your convenient time. The said instruments will be used to measure the
3rd grading learning competencies and elicit students' responses from the Grade 11
HUMSS students in mathematics.
Attached here are the brief description of the proposal, validation checklists, survey
questionnaire, and interview guide questions as your references.
Your most favorable response regarding this matter shall be most appreciated.
More power and God bless!
Very respectfully yours,
ANALISA ROSA PADUA LIBRADA
Master Teacher II
Noted:
ALVIN O. INSORIO
Master Teacher II
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Improving Student Mathematical Engagement and Academic Performance
through Differentiated Instruction
Introduction and Rationale
Every school must recognize student diversity which requires various
teaching strategies. Student diversity is one of the factors that the teacher needs to
consider in designing instruction. DepEd Order No. 035, s. 2016 mandates that
teachers respond to student diversity by establishing a learning environment that
caters learning needs of diverse students. So, it is vital to upgrade the teachers’
knowledge and understanding of how to consider student diversity in the classroom
setting since every student is a unique individual. Furthermore, teachers who wish
to practice student diversity must differentiate instruction to build class harmony
while addressing individual differences (DepEd Order No. 035, s. 2016). Student
diversity calls for the teacher to differentiate the teaching process by catering to
various student characteristics. Hence, teachers must differentiate instruction
based on multiple intelligence and learning styles (DepEd Order No. 021, s. 2019).
So, the Department of Education (DepEd) mandates teachers to apply differentiated
instruction to cater to learner diversity in the classroom.
Students learn things differently. So, the teacher must use varied learning
activities and approaches in teaching. Recognizing learner differences reminds the
teacher to differentiate instruction based on learners’ learning preferences. It calls
for the alignment of the teacher’s paradigm in delivering meaningful lessons. If the
teacher fails to employ varied strategies matching the student's learning style, the
student tends to lose focus and comprehend little (Morgan, 2014). The teaching
style must match the learning style so that the student's interest and passion are
touched, which leads to the student's attention and willingness to learn.
On the other hand, San Pedro Relocation Center National High school-Main
has been a public school offering a senior high school program since 2012. One of
the academic tracks in Humanities and Social Sciences (HUMSS) for those
pursuing college courses like criminology, counseling, education, psychology, and
tourism. However, these students struggle in mathematics subjects and have less
mathematical engagement. Based on the result of last year's summative tests and
performance tasks, HUMS students did not reach the cut-off of 75% mean
percentage scores which calls the attention of the mathematics teachers. It implies
that the said group of students is not performing well mathematically due to their
diverse learning needs and characteristics. So, the mathematics teacher conducts
a study utilizing DI strategies.
There is a need to explore teacher differentiation in their instruction
(Kroesbergen et al., 2018; Ritzema et al., 2016) to address student diversity. The
research study must be focused on the DI application in school subject delivery
(Prast et al., 2015; Ritzema et al., 2016). Hence, it is in demand to implement DI
during the pandemic to increase student engagement and cater to student
diversity, which will produce better learning outcomes. However, Pozas et al. (2020)
found less implementation of DI practices in advanced secondary school teachers
due to the high workload of teachers and insufficient time for preparation of DI and
the design of differentiated tasks and materials (Chiner & Cardona, 2013). This
situation calls for a need to practice DI in senior high schools despite of bombarded
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workload of teachers through time management and initiative to address diversity
in the classroom.
Action Research Questions
This study aims to improve students' mathematical engagement and academic
performance through differentiated instruction.
Specifically, it will answer the following questions:
1. What is the student's level of mathematical engagement before and after the
differentiated instruction implementation in terms of:
1.1. Behavioral,
1.2. Cognitive,
1.3. Emotional, and
1.4. Social?
2. What is the mathematical academic performance of the students in terms of
their pre-test and post-test results
3. Is the use of differentiated instruction effectively improve student
mathematical engagement and academic performance?
4. How does differentiated instruction improve the student's mathematical
engagement and academic performance?
5. Based on the findings of the study, what are the recommended courses of
action that can be proposed to sustain the improvement of student mathematical
engagement and academic performance?
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Validation Checklist for Survey Questionnaire
I. Personal Data of the Expert
Directions: Please supply the information called for.
Name: _________________
Sex: ___________________
Years of Teaching: ____________
School Affiliation: ____________________
Educational Attainment
Course Year Graduated Institution
Post Graduate __________ ____________ ___________
Graduate __________ ____________ ___________
Undergraduate __________ _____________ ___________
II. Evaluation
Directions: Kindly check the most appropriate answer to each statement using
the code that gives the extent to which you agree or disagree with the
statement.
3 – Suitable 2 – Needs Revision 1 – Not Suitable
Statements 3 2 1
A. Format and Design
1. The format of the instrument is simple.
2. The instrument is easy to read.
3. The font style and size are appropriate.
4. The layout is proportional.
5. The instrument conveys a logical sequence.
B. Content
1. It contains all the necessary components to be
evaluated.
2. It relates to measurable attributes.
3. It contains adequate items to truly represent the
objectives of the study.
4. It is inclined toward the subjects of the study.
5. It measures the variables needed in the study.
C. Clarity
1. It is expressed in an understandable language.
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2. It achieves the research goal.
3. It is unambiguous and appropriate to the level of
understanding of the students.
4. It is expressed in a most simple manner.
5. The directions are clear and easy to follow.
D. Usefulness
1. It is a valuable assessment tool.
2. It is free from bias.
3. It is easy to administer.
4. It provides the researcher with a clear set of criteria.
5. It is appropriate for the study.
Other comments and suggestions:
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________
Thank you for sharing your precious time.
Validated by: ________________________________
Signature over Printed Name of Expert
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Validation Checklist for Interview Guide Questions
I. Personal Data of the Expert
Directions: Please supply the information called for.
Name: _________________
Sex: ___________________
Years of Teaching: ____________
School Affiliation: ____________________
Educational Attainment
Course Year Graduated Institution
Post Graduate __________ ____________ ___________
Graduate __________ ____________ ___________
Undergraduate __________ _____________ ___________
II. Evaluation
Directions: Kindly check the most appropriate answer to each statement using
the code that gives the extent to which you agree or disagree with the
statement.
3 – Suitable 2 – Needs Revision 1 – Not Suitable
Statements 3 2 1
A. Format and Design
1. The format of the instrument is simple.
2. The instrument is easy to read.
3. The font style and size are appropriate.
4. The layout is proportional.
5. The instrument conveys a logical sequence.
B. Content
1. It contains all the necessary components to be
evaluated.
2. It relates to measurable attributes.
3. It contains adequate items to truly represent the
objectives of the study.
4. It is inclined on the subjects of the study.
5. It measures the variables needed in the study.
C. Clarity
1. It is expressed in an understandable language.
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2. It achieves the research goal.
3. It is unambiguous and appropriate to the level of
understanding of the students.
4. It is expressed in a most simple manner.
5. The directions are clear and easy to follow.
D. Usefulness
1. It is a valuable assessment tool.
2. It is free from bias.
3. It is easy to administer.
4. It provides the researcher with a clear set of criteria.
5. It is appropriate for the study.
Other comments and suggestions:
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________
Thank you for sharing your precious time.
Validated by: ________________________________
Signature over Printed Name of Expert
Survey Questionnaire
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Name: (optional)______________ Sex: _____________
Section: _____________ Age: ____________
Direction. Please answer each item honestly based on your agreement during math
class. Your answer will be treated with utmost secrecy. No wrong answer; all
answers will be accepted.
4 – Strongly agree 2 - Disagree
3 - Agree 1 - Agree
A. Behavioral Engagement 4 3 2 1
Statement
1. I stay focused in my math class. (Nakatutok ako sa klase
ko sa math.)
2. I put effort into learning math. (Nag-effort ako sa pag-
aaral ng math.)
3. I keep trying to learn math, even if it is hard. (Patuloy
akong nagsisikap na matuto ng matematika, kahit na
mahirap.)
4. I do my homework and activities in math on time.
(Ginagawa ko ang aking takdang-aralin at mga gawain sa
matematika sa tamang oras.)
5. I actively participate in class discussions in math class.
(Aktibo akong nakikilahok sa mga talakayan sa klase sa
matematika.)
6. I try to learn more in math. (Sinisikap kong matuto nang
higit pa sa matematika.)
7. I talk about math even outside school. (Nakiukipag-usap
ako sa ibang tao tungkol sa math kahit sa labas ng school.)
B. Cognitive Engagement 4 3 2 1
Statement
1. I go through the work for math class and make sure
that it's right. (Gumagawa ako para sa klase sa matematika
at tinitikay na ito ay tama.)
2. I think about different ways to solve a math problem.
(Nag-iisip ako ng iba't ibang paraan upang malutas ang
isang problema sa matematika.)
3. I connect my previous learning with the present math
lessons. (Ikinonekta ko ang aking nakaraang aralin sa
kasalukuyang mga aralin sa matematika.)
4. I try to understand my mistakes in math when I get
something wrong. (Sinusubukan kong intindihin ang mga
pagkakamali ko sa math kapag nagkamali ako.)
5. When math activity is challenging, I study all the parts.
(Kapag mahirap ang aktibidad sa matematika, pinag-
aaralan ko ang lahat ng bahagi.)
6. I think math lesson is easy when I am doing work for
class. (Sa tingin ko ay madali ang aralin sa matematika
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kapag gumagawa ako para sa klase.)
7. I do math activities more than required in class.
(Gumagawa ako ng mga aktibidad sa matematika nang
higit sa kinakailangan sa klase.)
C. Emotional Engagement 4 3 2 1
Statement
1. I enjoy learning new lesson about math. (Nasisiyahan
akong matuto ng mga bagong aralin tungkol sa
matematika.)
2. I want to understand more about math lessons. (Gusto
kong mas maunawaan ang mga aralin sa matematika.)
3. I feel good when I am in math class. (Masarap ang
pakiramdam ko kapag nasa math class ako.)
4. I think my math class is enjoyable. (Sa tingin ko masaya
ang klase ko sa math.)
5. I want to stay in my math class. (Gusto kong manatili sa
klase ko sa math.)
6. I feel great when I learn new lessons in math. (Masarap
ang pakiramdam ko kapag natututo ako ng mga bagong
aralin sa matematika.)
7. I look forward to attending math class. (Hinahangad
kong pumasok sa klase sa math.)
D. Social Engagement 4 3 2 1
Statement
1. I care about other peoples' ideas in math.
(Pinapahalagahan ko ang mga ideya ng ibang tao sa
matematika.)
2. I try to understand other people's ideas in math.
(Sinusubukan kong intindihin ang mga ideya ng ibang tao
sa matematika.)
3. I try to work with others who can help me in math.
(Sinusubukan kong makipagtulungan sa iba na
makatutulong sa akin sa matematika.)
4. When working with others, I do share my math ideas.
(Kapag gumagawa kasama ang iba, ibinabahagi ko ang
aking mga ideya sa matematika.)
5. I try to help others who are struggling in math.
(Sinusubukan kong tumulong sa iba na nahihirapan sa
matematika.)
6. I enjoy having group activities more than doing them
alone. (Mas nae-enjoy ko ang pagkakaroon ng mga
aktibidad sa grupo kaysa sa paggawa ng mga ito nang
mag-isa.)
7. I do like working with my classmates in math activities.
(Gusto kong gumawa kasama ang aking mga kaklase sa
mga aktibidad sa matematika.)
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Interview guide questions
1. Do you like the way your mathematics teacher teaches you? In what way?
(Gusto mo ba ang paraan ng pagtuturo sa iyo ng iyong guro sa matematika?
Sa anong paraan?)
2. Do you like the way your mathematics teacher assesses your learning in
mathematics? In what aspect? (Gusto mo ba ang paraan ng pagtatasa ng
iyong guro sa matematika sa iyong pagkatuto sa matematika? Sa anong
aspeto?)
3. How was your mathematical engagement improve in the third grading
period? (Paano napabuti ang iyong pakikipag-ugnayan sa matematika sa
ikatlong markahan?
4. Are you highly engaged in mathematics learning or activities during the third
grading period? Can you cite examples of your engagement? (Ikaw ba ay
lubos na nakikibahagi sa pag-aaral o mga aktibidad sa matematika sa
ikatlong markahan? Maaari ka bang magbanggit ng mga halimbawa ng
iyong pakikipag-ugnayan?
5. Does your academic performance in mathematics improve in the third
grading period when the teacher uses varied strategies of differentiated
instruction? In what ways? (Gumaganda ba ang iyong akademikong
pagganap sa matematika sa ikatlong markahan kapag ang guro ay
gumagamit ng iba't ibang estratehiya ng differentiated instruction? Sa anong
paraan?
6. How did the teacher’s teaching strategies in mathematics improve your
mathematical engagement and academic performance? (Paano napabuti ng
mga pamamaraan sa pagtuturo ng guro sa matematika ang iyong pakikipag-
ugnayan sa matematika at pagganap sa akademiko?)
7. Do you want your mathematics teacher to continue her strategies in
teaching mathematics lessons? Why or why not? (Nais mo bang ipagpatuloy
ng iyong guro sa matematika ang kanyang mga estratehiya sa pagtuturo ng
mga aralin sa matematika? Bakit o bakit hindi?)
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