Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the framework of the study and the relevant literature

that supports the significance of the current research. It focuses on the definitions,

key factors, and strategies for enhancing numeracy skills. Additionally, it discusses

the role of teachers' Knowledge and Practices of Differentiated Instruction in

fostering the mathematical abilities of students.

Differentiated Instruction

Diversity is a natural aspect of every classroom, where each student brings

unique perspectives and characteristics, eager and ready to learn. Teaching such a

diverse group of students presents a significant challenge, requiring educators to

account for learners' varying academic abilities in order to help them meaningfully

engage with the curriculum. With contemporary classrooms becoming increasingly

diverse, educational authorities, teachers and school administrators are looking to

teaching and learning strategies that cater for a variety of learning profiles.

Tomlinson (2001; 2014), one of the leading scholars in the field of

Differentiated Instruction, defines DI as "a teaching philosophy based on the premise

that teachers should adapt instruction to student differences." She elaborates that DI

requires teachers to modify content, process, products, and learning environments to

meet the individual needs of students. The goal is to create a learning experience

where all students can access the curriculum and learn effectively. Tomlinson (2003)

further explains that DI involves providing different pathways for students to acquire

knowledge, apply what they have learned, and demonstrate their understanding.
 14

This flexibility allows students to work at their own pace and according to their

learning styles.

Similarly, Deunk et al., (2018) describe Differentiated Instruction as a

philosophy and praxis of teaching and learning rooted in the acknowledgment of

student differences and aimed at tailoring instruction to support each student’s

growth and development. Notedly, Langelaan et al., (2024) add that DI as a

proactive approach that incorporates inclusive strategies to create tailored,

accessible learning experiences that meet the educational needs of all students

within the classroom.

According to Cook (2008) the intent of differentiating instruction is to maximize

each student’s growth and individual success by meeting each student where he or

she is, and assisting the learning process. Not all students are alike. Based on this

knowledge, differentiated instructions applies an approach to teaching and learning

that gives students multiple options for taking in information and making sense of

ideas. Ireh and Ibeneme (2010) also point out that Differentiation may be made by

teachers based on what they know about students’ learning preferences (i.e.,

intelligences, talents, learning styles), allowing students’ choices in working

independently, with partners, or as a team; or providing varied work spaces that are

conducive to various learning preferences (i.e., quiet work spaces, work spaces with

tables instead of desks).

In addition, Hamad (2020) argues that differentiation does not occur when the

instructor assigns the same task to all students. Differentiation occurs when the

instructor plans to teach by adjusting the content, process that utilized during
 15

learning and the product which expected from the learners to ensure learning

successfully occurs.

Differentiated Instruction is characterized by its flexibility in four key areas:

content, process, product, and learning environment (Tomlinson, 2001). Content

refers to what students learn and how they access the information. DI suggests

varying the types of materials or altering the difficulty level of the content.

Process refers to how students make sense of the content. DI promotes the use of

varied instructional strategies, such as cooperative learning, independent projects, or

inquiry-based tasks. Product involves how students demonstrate what they have

learned, which can be varied in terms of complexity or presentation methods, such

as written reports, presentations, or portfolios. Learning Environment refers to the

physical and emotional atmosphere of the classroom. DI suggests creating a

supportive environment where students feel safe to take intellectual risks

(Tomlinson, 2001; Gregory & Chapman, 2013).

Gentry (2010) argues that Differentiated instruction is appropriate for virtually

all general education classes and is particularly beneficial to students with an array

of learning challenges. Teachers must continually assess and modify instruction to

match students' current levels of understanding. Strategies like differentiated

questioning, learning contracts, and student choice assignments are suggested to

engage students in deeper, more personalized learning experiences. Hence, the use

of flexible grouping, tiered lessons, and continuous assessment helps teachers

scaffold learning effectively for both advanced and struggling learners, thereby

promoting an inclusive learning environment.

 16

Differentiated assessments or products allow students to demonstrate their

learning in varied ways, such as through choice boards or open-ended lists of

product options. These assessments challenge students to take responsibility for

their learning and cater to their unique preferences, interests, and strengths. By

allowing students to choose how they present what they’ve learned, differentiation

encourages creativity and personalization in demonstrating mastery of lesson

objectives. Each student is evaluated based on established criteria, typically using a

rubric, ensuring reliable assessment while also showcasing the individual’s

contribution to the classroom learning process, (Ireh & Ibeneme, 2010).

However, Kondor (2007) in Bushie (2015) emphasized that differentiation

goes beyond simply offering additional tasks for students. She discovered that

students should engage in authentic, meaningful activities that connect to their lives.

Kondor also found that giving students the freedom to construct knowledge in their

own ways better addresses their learning needs and enhances their motivation.

When teachers allow students to make choices in their learning, it not only sparks

their interest but also provides opportunities for them to express their creativity

through their learning process.

Indeed, the various definitions of Differentiated Instruction (DI) highlight its

core philosophy of adapting teaching to meet the diverse needs of students. Through

diverse instructional strategies, DI seeks to engage all learners, recognizing that

every student brings unique strengths and challenges to the classroom. Ultimately,

these definitions collectively underscore the necessity of differentiation in fostering

an inclusive, effective, and meaningful learning environment for all students.

 17

Understanding Differentiated Instruction

Differentiated instruction (DI) is a student-centered and responsive

teaching philosophy that is an amalgamation of complex, time taking instructional

practice.

Educators have embraced differentiated instruction (DI) as an effective

instructional strategy to help scaffold and remediate the issues faced by struggling

readers. However, many educators are still not implementing DI in their classrooms

on an ongoing basis. This could be because of the lack of confidence, support from

management, or also due to lack of awareness around the methodology of DI. To

sum it up, educators must engage in effective instructional strategies to teach the

diverse student population so that their academic success is achieved,

(Pazhayannur, 2022).

The successful implementation of DI begins with teachers’ thorough

understanding of its principles. Bushie (n.d.) explains that teachers prepare lessons

beforehand that consider learner differences, which ultimately saves time and effort

to adjust instruction when all aspects of the lesson do not work out. As well, space,

time, and materials are used flexibly to suit the needs of students. When combined,

these principles of differentiated instruction can guide teachers as they incorporate

this practice into their teaching repertoires.

Nayman and Altun (2022) conclude that most teachers accurately understand

DI as addressing students' diverse needs by varying content, materials, activities,

and processes. Teachers from both public and private schools reported that

implementing DI made students happier and facilitated meaningful, lasting learning.

However, the majority of teachers do not use DI in their lessons due to factors such

as unfamiliarity with the method, pressure from standardized exams, lack of

 18

resources, and large class sizes. Those who successfully implement DI emphasized

its positive impact on students and mentioned that their schools promote an

educational model based on differentiation.

In differentiated instruction, teachers’ role is guiding the knowledge rather

than

delivering the knowledge. Since every student learns differently, teachers should let

students discover themselves. Teachers can decide what to use on whom and how;

they should be capable of designing their teaching process based on students,

rather than just performing fixed practices (Tomlinson, 2017 as cited in Nayman and

Altun, 2022).

Acknowledging the presence of a diverse set of students and having a sound

understanding of the principals of DI cannot be helpful if the educator does not know

how to engage the diverse classroom in a challenging manner (Pazhayannur, 2022).

Effective implementation of DI requires a deep commitment from teachers to

continuously adapt and refine their instructional strategies to meet the diverse needs

of their students.

Lang (2019) as cited by Pazhayannur, (2022) found significant differences in

the perceptions of teachers and administrators on various aspects. Teachers felt less

supported by their leadership team in areas such as instructional evaluation, time

management, and professional development compared to how administrators

perceived their support. Since differentiated instruction is a complex and time-

intensive task, successful implementation requires proper alignment between

educators and their leadership team. Lang highlighted that such misunderstandings

and misalignments negatively affect teachers' motivation to adopt challenging

instructional strategies. He recommended that principals' and school administrators'

 19

perspectives should be considered before making innovative instructional practices,

like DI, a school-wide policy. Additionally, Lang emphasized the need for

professional development for school leaders to better equip them to supervise and

support teachers in improving classroom instruction.

Consequently, Dorfberger and Eyal (2023) argued that teachers' perceptions

of learning can create a change, as teachers who perceive learning as a process of

growth, place importance on the students' efforts to succeed. Such teachers provide

each student with goals that are challenging but suit their capabilities. On the other

hand, teachers who relate students' success solely to intelligence, will provide

instructions that only refer to specific learning tasks without any reference to

context.

However, Al-Shaboul, et al. (2021) mentioned that some teachers were

incorrect in their definitions of what differentiation means and some of them

expressed that they were unaware if, they used the strategies in the classroom,

though they were informed by their coordinators that DI was included in their daily

lesson plans. Some teachers’ interview data also pointed to the fact that their lack of

class management skills, biases against DI and lack of awareness as factors

contributing to rejecting DI as an effective methodology. strongly recommended

appropriate professional development and guided assistance for implementing DI.

Al-Shaboul et al. (2021)

Gibbs and Beamish (2021) findings showed that all participants understood

many of the important elements of DI. Teachers reported using several well-known

DI strategies, with experienced teachers applying a more considered approach.

Teachers raised concerns about limited time for planning and instruction while

school leaders expressed concerns about the adjustment of assessment tasks and
 20

feedback on progress to individual students. These findings provide starting points

for more in-depth investigations at secondary schools. Implications linked to teacher

preparation and administrative support in schools are presented.

The study of de Jafer (2023) revealed contradictions between teachers'

perceptions of their differentiated classroom practices and students' observations.

Teachers often failed to assess whether students fully understood the content or

identify their difficulties. Potential reasons for this included inadequate teacher

training in recognizing learning barriers and creating differentiated activities, time

constraints for completing the curriculum, lack of resources, large class sizes, and

challenges in managing classroom discipline.

Therefore, it is essential for teachers to have a thorough understanding of DI

principles, as well as the flexibility to adapt their instructional methods to

accommodate varying learner profiles. Furthermore, the alignment between teachers

and school leadership plays a vital role in facilitating DI's success, emphasizing the

need for professional development and collaborative efforts within educational

institutions.

Implementation of Differentiated Instruction

Differentiation is not new; however, it is critical to understand and

implement effective differentiation methods. Implementing DI poses challenges for

educators. A study by Onyishi and Sefotho (2020) revealed that teachers need more

information on how to develop rubrics; students’ directed assessments; how to

manage large class while implementing DI; how to use differentiated instruction

without watering down the curriculum contents; the need for changes in classroom

structure to accommodate small groups; and the need for more training on DI and

the provision of diverse learning aids in schools.

 21

It is been said that achievement means an improvement in what the students

have acquired in school. This definition is linked directly to an advancement in the

students’ knowledge which is relative from where they started to where they

achieved their full potential. Hence, instructors should be responsive to students

needs and support them in areas they are struggling in, and advance them to attain

mastery in zones they are proficient in. So, this means that as students achieve their

full potential in knowledge, their academic achievement will increase (Kotob & Abdai

2019).

According to Hall et al. (2012), successful implementation of DI requires

teachers to assess students' readiness, interests, and learning profiles. Strategies

such as flexible grouping, tiered assignments, and varied instructional materials are

commonly employed to accommodate different learning styles and abilities.

Research by Tomlinson and Allan (2000) suggests that effective DI implementation

involves ongoing assessment and adjustment of instructional strategies based on

students' progress and feedback. This iterative process supports personalized

learning experiences tailored to individual strengths and challenges.

Additionally, Ismajli (2018) as cited in Williams (2023) noted that teachers can

easily implement differentiated instruction if the instructor has identified the learners’

preferences to then apply strategies best suited the needs of the learners. Other

data from this study show that extensive hours are needed to ensure teachers hold a

strong subject content knowledge for the successful implementation of differentiation

to best suit all learners’ needs through differentiated instruction.

Moreover, DI emphasizes the needs of both advanced and struggling learners

in mixed-ability classroom. Applying different learning profiles positively influences

the effectiveness of learning because students get the opportunity to learn the way
 22

they learn best. Indeed, research indicates that DI has the power to benefit students’

learning. However, this might not always be the case for all students, (Gheyssens et

al. 2023).

Dixon et al., (2014) conducted a study that explored the impact of DI

implementation in elementary schools, focusing on student engagement and

academic performance. The study involved teachers who underwent professional

development in DI strategies. The results indicated a significant improvement in

student performance, particularly among those with varying readiness levels, as

teachers adapted their instructional methods to meet individual needs. This study

highlights the importance of teacher training and professional development for

successful DI implementation.

Nayman and Altun (2022) state that studies show that another issue in

implementing differentiated instruction is that teachers’ lack of knowledge; they do

not have sufficient knowledge about the importance of differentiated instruction and

some of them even cannot describe the term “differentiated instruction”. Providing

additional teacher supports, professional development opportunities, and

clarifications is essential for teachers to implement best teaching strategies to satisfy

expectations at the individual school, district, and state levels, (Williams, 2023).

Furthermore, DI is not only defined and examined in a fragmented manner across

studies, but it is also perceived by teachers in a similarly fragmented way

(Gheyssens, 2020). Teachers do not succeed in implementing DI to the fullest

because their mindset about DI is not as advanced as their abilities to implement

differentiated practices. These practices, such as flexible grouping for example, are

often part of the curriculum. Moreover, also in teacher education programs

preservice teachers are trained to use differentiated strategies. However, teacher

 23

education programs approach DI mostly again as a set of teaching practices.

Teaching a mindset is much more difficult and complicated. (Gheyssens et al. 2023)

A recent review on DI concluded that studies of effectiveness of DI overall

report small to medium-sized positive effects of DI on student achievement.

However, the authors of this study plead for more empirical studies towards the

effectiveness of DI on both academic achievement and affective students’ outcomes,

such as attitudes and motivation (Smale-Jacobse et al., 2019).

Adequate training and support are critical for successful DI implementation.

Kise (2017) emphasizes that ongoing professional development is key to helping

teachers effectively differentiate instruction. Schools that invest in training and

provide teachers with the resources they need to implement DI strategies tend to see

better results in student achievement and engagement. Without proper training,

however, teachers may struggle to implement DI consistently and effectively.

The use of formative assessments plays a crucial role in DI, providing ongoing

feedback that helps guide instruction. As Popham (2020) highlights, formative

assessments allow teachers to monitor student progress and adjust their

instructional methods as needed. This real-time feedback loop ensures that teachers

can address students' learning gaps promptly, leading to more personalized and

effective instruction. Differentiated assessment strategies, such as projects, quizzes,

and discussions, provide students with various ways to demonstrate their

understanding.

Technology has also become a valuable tool for facilitating DI.

Implementing DI, however, poses challenges, particularly in terms of the time

and effort required for planning. Tomlinson (2021) notes that differentiating

instruction requires continuous assessment and adjustments to teaching strategies,

 24

which can be time-consuming for educators. Teachers need to regularly evaluate

students' progress and modify their approaches to ensure that all students are being

appropriately challenged. While this may increase the workload for teachers, many

educators find that the improved student outcomes justify the extra effort.

In conclusion, the successful implementation of differentiated instruction (DI)

is essential for addressing the diverse needs of students in today’s classrooms.

While DI has demonstrated the potential to enhance student engagement and

academic performance, educators face significant challenges, including a lack of

knowledge, inadequate training, and resource constraints. To overcome these

obstacles, it is crucial to provide comprehensive professional development that

equips teachers with the necessary skills and understanding to effectively implement

DI strategies.

Differentiated Instruction and Academic Performance

Differentiated Instruction (DI) continues to gain attention as an essential

approach to teaching in today’s diverse classrooms, where students vary

significantly in terms of readiness, interests, and learning profiles. According to

Tomlinson (2017), DI encourages educators to adapt their teaching methods to meet

individual student needs, resulting in a more inclusive and effective learning

environment. By moving away from the traditional, one-size-fits-all model of

teaching, DI recognizes that students learn in different ways, at varying paces, and

benefit from personalized instruction.

Notably, one of the most significant advantages of DI is its impact on student

engagement. Hileman (2009) asserts that differentiating instruction will allow those

students to be academically engaged in their work because they are presented

 25

material that engages the thinking process. In a study by Gregory and Chapman

(2018), students in differentiated classrooms showed greater interest in learning and

were more motivated to participate actively. By offering multiple approaches to

content delivery and varied learning tasks, teachers help students connect with the

material in ways that align with their strengths. This level of engagement not only

leads to better comprehension but also fosters a positive learning experience,

particularly in classrooms with wide-ranging student abilities and backgrounds.

Moreover, DI has also been shown to improve academic performance.

According to Hattie (2018), differentiation is among the top strategies that positively

affect student achievement when implemented correctly. When teachers adjust

instruction based on individual learning needs—whether by modifying content,

process, or assessment—students demonstrate improved outcomes. This is true not

only for struggling learners but also for advanced students who need more

challenging tasks to maximize their potential. The adaptability of DI ensures that

students at all levels receive instruction tailored to their needs.

In addition to academic benefits, DI supports the social-emotional

development of students. Chapman and King (2019) argue that students who

receive personalized instruction feel more confident and less anxious about their

learning abilities. By catering to individual strengths and providing the right level of

support, DI reduces frustration and increases students’ sense of belonging. In turn,

this boosts participation and encourages students to take ownership of their learning,

which is crucial for long-term success.

Furthermore, several studies provide empirical evidence supporting the

benefits of DI. A study by Özüdoğru, (2022) examined the impact of differentiated

instruction on Turkish preservice teachers' academic achievement and self-directed

 26

learning readiness in an online teaching course. Using a pretest-posttest control

group design, data were analyzed through various statistical tests. The results

showed that differentiated instruction significantly improved preservice teachers'

academic achievement but did not significantly affect their self-directed learning

readiness, including aspects like self-management, desire for learning, or self-

control. The study emphasizes the importance of using differentiated instruction to

boost academic success and encourages teacher educators to support preservice

teachers in enhancing their self-directed learning skills, (Özüdoğru, 2022).

Similarly, a quasi-experimental study conducted by Suizo and Mendez aimed

to assess the effectiveness of differentiated instruction (DI) on the mathematics

performance of grade-four students at Poo Elementary School, focusing on students'

preferred learning styles. A learning style inventory identified visual learners, who

became the experimental group receiving DI. A researcher-made test was used to

compare the experimental group with a control group receiving traditional whole-

class instruction. Pre-test results showed no significant difference between the two

groups, with both performing below expectations. However, after DI implementation,

the experimental group achieved outstanding post-test scores, while the control

group showed only minor improvement. The significant difference between pre-test

and post-test scores indicates that DI positively impacted students' learning,

particularly in mathematics, demonstrating its effectiveness in addressing diverse

student needs.

In the context of English language learning, a study of Kotob and Abadi

(2019) investigated the impact of differentiated instruction on the academic

achievement of English Language Learners (ELLs), focusing on both low achievers

and high achievers in a mixed-ability classroom. The research explored the

 27

strategies employed by the teacher to implement differentiated instruction and

assessed how students, particularly low and high achievers, benefited academically.

Using a pre-test and post-test achievement test, the study found that low achievers

showed significant academic improvement following the implementation of

differentiated instruction, while high achievers’ scores remained relatively stable. The

results indicate that differentiated instruction is highly effective in enhancing the

academic performance of low achievers, though it had a less pronounced impact on

high achievers.

In addition, Zens (2021) found that students in the differentiated group were

motivated to complete their work more frequently than students in the

nondifferentiated. In terms of engagement, based on the student interviews, students

from both groups felt they were motivated and engaged in the work assigned. These

results provide us with a deeper understanding of what motivates and engages

students in the classroom setting and how educators can better meet their needs.

Moreover, Kado et al. (2021) explored the effect of differentiated instruction

on grade eleven mathematics students in Bhutan, focusing on the concept of

derivatives. Using a quasi-experimental pretest-posttest design, 64 students were

divided into an experimental group (taught with differentiated strategies) and a

control group (taught with conventional methods). Pretest results showed no

significant difference in the students' initial understanding of derivatives. However,

posttest results revealed that the experimental group, which received differentiated

instruction, performed significantly better than the control group.

On another note, technology plays a significant role in DI as well. As Couros

(2020) points out, digital platforms that offer adaptive learning experiences allow
 28

teachers to personalize instruction more efficiently. These tools enable teachers to

provide differentiated assignments and track individual student progress, making it

easier to offer tailored support. The integration of technology in differentiated

classrooms enhances the ability to meet the diverse needs of students while

maintaining high academic standards.

It is also worth noting that DI is particularly beneficial for inclusive classrooms,

including students with special needs and English Language Learners (ELLs).

Studies by Gregory and Kaufeldt (2015) show that DI provides opportunities to tailor

instruction to meet the unique needs of these learners. For students with special

needs, DI allows for individualized support and modifications, while ELL students

benefit from strategies such as scaffolded content, visual aids, and simplified

language. These accommodations make learning more accessible without

compromising the academic rigor of the curriculum.

The effectiveness of Differentiated Instruction in teaching is supported by

recent research that underscores its ability to improve engagement, academic

achievement, and student well-being. While challenges remain, particularly in terms

of time and resource allocation, the benefits of DI are significant. As classrooms

become more diverse, the importance of personalized instruction continues to grow,

making DI a crucial approach for modern educators to ensure all students succeed.

Aranda and Zamora (n,d.) concludes that differentiated instruction based on

different learning styles was effective in teaching the Filipino subject to grade ten

students. However, Hileman (2009) stressed that differentiation has a positive impact

on student learning when implemented in an appropriate fashion. Administrators

need to make sure teachers have enough time and professional development

opportunities to develop meaningful and relevant lesson plans, as that has been a
 29

complaint in the past. It is important that the teacher goes into the strategy with an

open-mind and realize that not everything will work perfectly the first time it is

implemented. It is a practice that can only contribute to and enhance the

performance and capabilities of each student.

Technologically, DI is also utilized to foster learning among students. The

study of Kado et al. (2021) investigated the impact of online differentiated English

language teaching on student motivation and achievement. The findings revealed

that key constructs—interest, learning profile, teacher's roles, content, and product—

significantly influenced student motivation, with teacher's roles contributing the most.

Both Teacher 1 and Teacher 2 were effective in providing differentiation, though only

Teacher 2 excelled in product differentiation. The study found high student

motivation and test scores, but no significant relationship between motivation and

achievement, except for a low correlation with the construct of readiness. This

suggests readiness is critical in planning online differentiated lessons, particularly for

gifted students. Despite the students’ high motivation and achievement, only five of

nine constructs were significantly linked to learning outcomes, highlighting a gap

between teachers’ differentiated instruction practices and their impact on student

success. The study concludes that teacher cognition of differentiated instruction,

while important, is not the sole factor influencing student learning, particularly in the

context of online teaching during the pandemic, (Kado et al. 2021).

In conclusion, while the literature underscores the benefits of DI in fostering

inclusivity and enhancing academic performance, there is a notable gap in exploring

how teachers' comprehension and application of DI strategies directly impact student

outcomes. This study seeks to address this gap by examining the extent to which
 30

teachers understand and effectively implement DI, and how these factors contribute

to the academic success of their students.

Theoretical Framework

This study on “Knowledge and Practices on Differentiated Instruction (DI) and

Its Impact to Mathematics Performance of Elementary Students: Basis for Teachers'

Capability Building” is anchored in two key theoretical perspectives: Tomlinson’s

Differentiated Instruction Theory, Multiple Intelligence and Constructivist Learning

Theory.

Tomlinson’s Differentiated Instruction Theory

Carol Ann Tomlinson’s Theory of Differentiated Instruction (2000) emphasizes

that teachers should modify their teaching methods to accommodate students’

diverse learning needs, readiness levels, interests, and learning profiles. The core

premise of DI is that students learn in different ways and at different paces, and

therefore, instruction should be flexible to meet these individual needs. In this

context, teachers are expected to adjust the content (what students learn), modify

the process (how students engage with the material), vary the products (how

students demonstrate their understanding), and consider the learning environment

(the physical and psychological climate in which learning occurs).

This study assumes that teachers' knowledge and practices of DI significantly

influence students' mathematics performance. The study assumes that teachers who

have a strong grasp of DI principles (such as tailoring content, process, and

assessment to individual student needs) are more likely to implement differentiated

strategies effectively. This assumption aligns with Tomlinson's Theory, which

 31

suggests that the success of DI relies on teachers' ability to understand and apply

these principles in the classroom.

Constructivist Learning Theory

Constructive learning, grounded in the works of Piaget and Vygotsky, posits

that learner actively construct their own understanding of concepts by interacting

with their environment and reflecting on these experiences. In a differentiated

classroom, teachers scaffold learning experiences so that students can build on their

prior knowledge and develop new understanding at their own pace.

Constructivism supports the idea that instruction should not be one-size-fits-all

but rather tailored to individual learners’ current levels of understanding, which aligns

with the principles of DI. Teachers must assess students' readiness levels and

provide appropriate challenges to encourage meaningful engagement and deeper

comprehension of mathematical concepts.

The study assumes that teachers who receive targeted professional

development or capability-building initiatives will improve their DI practices, thereby

positively affecting student performance. This is consistent with Bandura's Social

Cognitive Theory, which posits that self-efficacy (the belief in one's ability to

succeed) is a key factor in teachers adopting and maintaining effective practices.

Capability-building interventions can enhance teachers’ confidence in applying DI

strategies in diverse classroom settings. Generally, the assumption is that

differentiated teaching practices—adjusting instruction based on student readiness,

interests, and learning profiles—lead to better student outcomes in mathematics.

Constructivist Learning Theory supports this assumption by suggesting that when

students are given tasks that match their developmental level and are allowed to
 32

build on prior knowledge, their understanding and performance improve. DI practices

that align with students’ current learning levels should lead to enhanced achievement

in mathematics.

Multiple Intelligence

According to Howard Gardner's Theory of Multiple Intelligences (MI), people

have a variety of intelligences, such as linguistic, spatial, musical, bodily-kinesthetic,

logical-mathematical, interpersonal, intrapersonal, and naturalistic intelligences

(Gardner, 2016). The idea that intellect is a single, unchangeable skill is contested

by this hypothesis. Gardner asserts that students have different methods of learning

and processing information, and that opposed than using a one-size-fits-all

approach, education should be tailored to each student's particular learning

preferences. Differentiated Instruction (DI) is based on the idea that teachers may

use a variety of instructional methodologies by acknowledging these different

intelligences (Gardner, 2020).

DI, built upon the acknowledgment of student diversity, aligns closely with

Gardner’s MI theory. According to Tomlinson (2017), DI involves proactively

modifying content, process, product, and learning environments to suit students’

readiness, interests, and learning profiles. Both MI and DI advocate for a flexible,

student-centered classroom where multiple entry points for learning are provided.

Teachers who are aware of the varying intelligences in their classroom can tailor

their instruction to better meet students' needs. For instance, a mathematics lesson

might include visual aids for spatial learners, collaborative group work for

interpersonal learners, and hands-on activities for bodily-kinesthetic learners

(Tomlinson, 2017).
 33

The incorporation of MI theory within DI frameworks has been found to

enhance academic outcomes and student engagement, according to recent study.

Research indicates that children exhibit greater motivation and academic

achievement when teachers employ differentiated tactics that are in line with various

intelligences (Smith & Matthews, 2019). By integrating MI into DI, teachers may

provide a range of teaching strategies, including customized study, project-based

learning, and peer collaboration, to meet the intelligence profiles of their students. By

encouraging student accomplishment across a wide range of abilities, the confluence

of MI and DI creates a more effective and inclusive learning environment (Smith &

Matthews, 2019; Tomlinson, 2017).

Conceptual Framework of the Study

This study focused on the knowledge and practices of differentiated

instruction in developing mathematics performance of the respondents.

Independent variables Dependent variables

Level of
Understanding

Teacher’s *Student Interest

Demographic Profile * Assessment
*Lesson Planning
*Age *Content
*Sex *Process
*Educational Attainment *Product
*Teaching Position
*Length of Teaching
Experience
*Related Trainings
Attended
 34

Level of
Implementation

Teachers’ Capability Building

Figure 1 Shows the Conceptual Framework of the Study

The conceptual framework illustrated in the figure describes the link between

dependent factors (teachers' understanding and implementation of differentiated

instruction) and independent variables (teachers' demographic profile). Additionally,

the framework implies that teacher competence growth depends on both the degree

of understanding and implementation of DI.

As shown on the figure 1 above, Teachers' age, sex, level of education,

position, duration of teaching experience, and relevant trainings attended are among

the independent factors. It is predicted that instructors' understanding and

implementation of differentiated instruction (DI) are influenced by these demographic

 35

characteristics. For instance, teachers with more years of experience or higher levels

of educational attainment may have a deeper understanding of DI strategies.

Subcomponents such as how teachers create lesson plans, assess students,

and engage students through student interest are all part of the degree of

understanding of DI. This also includes things like how information is handled, how

instruction is carried out, and the final products, which are the results of student

learning. These elements play a crucial role in assessing how well educators

understand and use DI strategies.

How well instructors apply their knowledge of DI in the classroom and modify

their teaching strategies to meet the requirements of their pupils is referred to as the

degree of implementation.

The final box represents the overall objective of the study: to support teacher

capability building. By examining how teachers’ demographic profiles impact their

understanding and implementation of DI, the study aims to identify areas where

professional development or further training can be provided to enhance their

teaching practices.

The theory essentially suggests that teachers' demographic traits have an

impact on their understanding and use of DI, which in turn affects their professional

development and efficacy when implementing DI techniques in the classroom.