Research Article

Enhancing students’ academic performance by making the mathematics learning experience meaningful through differentiated instruction

Alvin Odon Insorio 1 2 * , Analisa Rosa Padua Librada 3
More Detail
1 San Pedro College of Business Administration, San Pedro, Laguna, PHILIPPINES2 College of Advanced Studies, Philippine Normal University, Manila, PHILIPPINES3 San Pedro Relocation Center National High School, San Pedro, Laguna, PHILIPPINES* Corresponding Author
Contemporary Mathematics and Science Education, 6(2), July 2025, ep25008, https://doi.org/10.30935/conmaths/16332
Submitted: 25 July 2024, Published Online: 05 May 2025, Published: 01 July 2025
OPEN ACCESS   90 Views   30 Downloads
Download Full Text (PDF)

ABSTRACT

Despite the great effort of mathematics teachers, many students felt that the mathematics experience needed to be more meaningful. So, differentiated instruction (DI) was implemented for two months to promote meaningful learning experiences. DI is a philosophy that caters to student diversity by providing various learning opportunities. This study was practical action research following the plan-do-study-act model aiming to enhance students’ mathematical academic performance. The participants, composed of two hundred fifty-two grade 11 students from the academic track, voluntarily participated. Data collection tools such as test material, questionnaires, and interview guides were used and validated by experts. Test scores, responses from questionnaires, and interviews were considered evidence of meaningful learning experience. Quantitative data are analyzed statistically using median, inter-quartile range, Wilcoxon rank-sum test, and rank biserial, while thematic analysis was used for qualitative data. Findings revealed that DI strategies enhance the student’s academic performance in examinations. Before DI, students were less engaged in math activities, could not connect prior knowledge to the new lesson, and treated math as a complex subject. However, it turned up during the DI implementation. DI made the learning experience meaningful by connecting prior knowledge with new learning and applying it in real-life situations. DI in mathematics classes improved the student’s academic performance through a meaningful learning experience catering to student diversity. Making an enjoyable learning experience while focusing on concept development guaranteed the effectiveness of DI strategies like open questions, parallel tasks, and technology integration.
Keywords: academic performance, action research, differentiated instruction, experience, mathematics learning

CITATION (APA)

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. https://doi.org/10.30935/conmaths/16332

REFERENCES

  1. Agra, G., Formiga, N. S., Oliveira, P. S., Costa, M. M. L., Fernandes, M. G. M., & Nóbrega, M. M. L. (2019). Analysis of the concept of meaningful learning in light of the Ausubel’s theory. Revista Brasileira Enfermagen, 72(1), 248–255. https://doi.org/10.1590/0034-7167-2017-0691
  2. Astaneh, B., & Masoumi, S. (2018). From paper to practice: Indexing systems and ethical standards. Science and Engineering Ethics, 24, 647–654. https://doi.org/10.1007/s11948-017-9899-x
  3. Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Kluwer Academic Publishers. https://doi.org/10.1007/978-94-015-9454-7
  4. Awofala, A., & Lawani, A. (2020). Increasing mathematics achievement of senior secondary school students through differentiated instruction. Journal of Educational Sciences, 4(1), 1–19. https://doi.org/10.31258/jes.4.1.p.1-19
  5. Aysin, K. S., & Serap, E. (2017). The effects of differentiated foreign language instruction on academic achievement and creativity of gifted students. International Journal of Academic Research, 5(1), 276–288.
  6. Bondie, R., & Dahnke, C. (2019). How does changing “one-size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43, 336–362. https://doi.org/10.3102/0091732X18821130
  7. Brevik, L., Gunnulfsen, A. E., & Renzulli, J. (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education, 71, 34–45. https://doi.org/10.1016/j.tate.2017.12.003
  8. Bulley-Simpson, S. D. (2018). Descriptions of differentiated instruction in mathematics in a title 1 school district [PhD thesis, Walden University].
  9. Candela, A. G. (2019). Exploring the function of member checking. The Qualitative Report, 24(3), 619–628. https://doi.org/10.46743/2160-3715/2019.3726
  10. Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807–815. https://doi.org/10.1016/j.cptl.2018.03.019
  11. Chen, J. H., & Chen, Y.-C. (2018). Differentiated instruction in a calculus curriculum for college students in Taiwan. Journal of Education and Learning, 7(1), 88–95. https://doi.org/10.5539/jel.v7n1p88
  12. DepEd. (2016). DepEd Order No. 035, s. 2016. The Learning Action Cell as a K to 12 basic education program school-based continuing professional development strategy for the improvement of teaching and learning. Department of Education. https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_035.pdf
  13. DepEd. (2019). DepEd Order No. 021, s. 2019. Policy guidelines on the K to 12 basic education program. Department of Education. https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
  14. DepEd. (2023). MATATAG: DepEd’s new agenda to resolve basic education woes. Department of Education. https://www.deped.gov.ph/2023/01/30/matatag-depeds-new-agenda-to-resolve-basic-education-woes/
  15. Domingo, J. A. (2021). Meta-analysis on the effect of differentiated instruction on students’ mathematics achievement [Unpublished master’s thesis]. Philippine Normal University.
  16. Geel, M., Keuning, T., & Safar, I. (2022). How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors. Teaching and Teacher Education: Leadership and Professional Development, 1, Article 100007. https://doi.org/10.1016/j.tatelp.2022.100007
  17. Gervasoni, A., Downton, A., & Roche, A. (2021). Differentiating instruction for students who fail to thrive in mathematics: The impact of a constructivist-based intervention approach. Mathematics Teacher Education and Development, 23(3), 207–233.
  18. Ginja, T. G., & Chen, X. (2020). Teacher educators’ perspectives and experiences towards differentiated instruction. International Journal of Instruction, 13(4), 781–798. https://doi.org/10.29333/iji.2020.13448a
  19. Goddard, Y., Goddard, R., Bailes, L., & Nichols, R. (2019). From school leadership to differentiated instruction. The Elementary School Journal, 120(2), 197–219. https://doi.org/10.1086/705827
  20. Hapsari, T., Darhim, & Dahlan, J. A. (2018). Understanding and responding the students in learning mathematics through the differentiated instruction. Journal of Physics: Conference Series, 1013, 012136. https://doi.org/10.1088/1742-6596/1013/1/012136
  21. Harianto, E., Nursalam, L. O., Ikhsan, F. A., Zakaria, Z., Damhuri, D., & Sejati, A. E. (2019). The compatibility of outdoor study application of environmental subject using psychological theories of intelligence and meaningful learning in senior high school. Geosfera Indonesia, 4(2), 201–216. https://doi.org/10.19184/geosi.v4i2.9903
  22. Heddy, B. C., Sinatra, G. M., Seli, H., Taasoobshirazi, G., & Mukhopadhyay, A. (2016). Making learning meaningful: Facilitating interest development and transfer in at-risk college students. Educational Psychology, 37(5), 565–581. https://doi.org/10.1080/01443410.2016.1150420
  23. Horváth, L., Kokoszka, P., & Wang, S. (2020). Testing normality of data on a multivariate grid. Journal of Multivariate Analysis, 179, Article 104640. https://doi.org/10.1016/j.jmva.2020.104640
  24. Ismail, F. K., & Zubairi, A. M. (2022). Item objective congruence analysis for multidimensional items content validation of a reading test in Sri Lankan University. English Language Teaching, 15(1), 106–117. https://doi.org/10.5539/elt.v15n1p106
  25. Ismajli, H., & Imami-Morina, I. (2018). Differentiated instruction: Understanding and applying interactive strategies to meet the needs of all the students. International Journal of Instruction, 11(3), 207–218. https://doi.org/10.12973/iji.2018.11315a
  26. Kazzaz, Y. (2023). The lens of profound knowledge. Global Journal on Quality and Safety in Healthcare, 6(3), 96–98. https://doi.org/10.36401/JQSH-23-X3
  27. Kiger, M., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE guide no. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030
  28. Kostiainen, E., Ukskoski, T., Ruohotie-Lyhty, M., Kauppinen, M., Kainulainen, J., & Mäkinen, T. (2018). Meaningful learning in teacher education. Teaching and Teacher Education, 71, 66–77. https://doi.org/10.1016/j.tate.2017.12.009
  29. Lai, C. P., Zhang, W., & Chang, Y. L. (2020). Differentiated instruction enhances sixth-grade students’ mathematics self-efficacy, learning motives, and problem-solving skills. Social Behavior and Personality: An International Journal, 48(6), 1–13. https://doi.org/10.2224/sbp.9094
  30. Luistro, A. A. (2016). Policy guidelines on daily lesson preparation for the K to 12 basic education program. Department of Education. https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-lesson-preparation-for-the-k-to-12-basic-education-program/
  31. McKenzie, W. (2017). Multiple intelligences inventory. Surfaquarium. https://surfaquarium.com/MI/inventory.htm
  32. Morallos, C. (2018). Effects of differentiated instruction on achievement goals and performance in mathematics [Unpublished master’s thesis]. Philippine Normal University.
  33. Özer, S., & Yılmaz, E. (2018). The effect of thinking-style-based differentiated instruction on achievement, attitude, and retention. Kastamonu Education Journal, 26(1), 11–20. https://doi.org/10.24106/kefdergi.374145
  34. Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: Exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217–230. https://doi.org/10.1111/1471-3802.12481
  35. Prast, E. J., Weijer-Bergsma, E. V., Kroesbergen, V., & Van Luit, J. (2018). Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement. Learning and Instruction, 54, 22–34. https://doi.org/10.1016/j.learninstruc.2018.01.009
  36. Qorib, M. (2024). Analysis of differentiated instruction as a learning solution in student diversity in inclusive and moderate education. Internasional Journal Reglement Society, 5(1), 43–55.
  37. Reid, G. (2005). Learning styles and inclusion. SAGE. https://doi.org/10.4135/9781446212523
  38. Republic Act No. 10533. (2013). An act enhancing the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education, appropriating funds therefor and for other purposes. Official Gazette. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
  39. Sagun; R. D., & Prudente, M. (2021). Applying the plan-do-study-act (PDSA) action research model to re-structure the science classroom conforming to the metacognitive orientation standards. Educational Action Research, 31(1), 61–77. https://doi.org/10.1080/09650792.2021.1894964
  40. Sapan, M., & Mede, E. (2022). The effects of differentiated instruction (DI) on achievement, motivation, and autonomy among English learners. Iranian Journal of Language Teaching Research, 10(1), 127–144. https://doi.org/10.30466/ijltr.2022.121125
  41. Shumow, L., & Schmidt, J. l. (2013). Student interest inventory. Michigan State University. https://edwp.educ.msu.edu/research/wp-content/uploads/sites/10/2020/06/VALUE_StudentInterestInventory.pdf
  42. Smale-Jacobse, A., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02366
  43. Small, M. (2020). Good questions: Great way to differentiate mathematics education. Teacher College Press.
  44. Smets, W., De Neve, D., & Struyven, K. (2020): Responding to students’ learning needs: How secondary education teachers learn to implement differentiated instruction. Educational Action Research, 30(2), 243–260. https://doi.org/10.1080/09650792.2020.1848604
  45. Smith, M., Bill, V., & Raith, M. L. (2018). Promoting a conceptual understanding of mathematics. Mathematics Teaching in the Middle School, 24(1), 36–43. https://doi.org/10.5951/mathteacmiddscho.24.1.0036
  46. Stockemer, D. (2019). Quantitative methods for the social sciences: A practical introduction with examples in SPSS and Stata. Springer. https://doi.org/10.1007/978-3-319-99118-4
  47. Suprayogi, M. N., & Valcke, M. (2016). Differentiated instruction in primary schools: Implementation and challenges in Indonesia. PONTE, 72(6), 2–18.
  48. Tomlinson, C. A. (2014). The differentiated classroom. Responding to the needs of all learners. Association of Supervision and Curriculum Development.
  49. Tuazon, A., & Torres, A. (2022). Predicting academic performance based on students’ mathematics motivation. Turkish Journal of Computer and Mathematics Education, 13(2), 402–409.
  50. Valiandes, S., & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: Investigating the impact of a development program on teachers’ professional learning and students’ achievement. Teacher Development, 22(1), 123–138. https://doi.org/10.1080/13664530.2017.1338196
  51. Westwood, P. (2018). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom. Routledge. https://doi.org/10.4324/9781351061261
  52. Worten, K. M. (2021). Model for improvements. In R. Roberts-Turner, & R. K. Shah (Eds.), Pocket guide to quality improvement in healthcare (pp. 11–22). Springer. https://doi.org/10.1007/978-3-030-70780-4_2
  53. Yavuz, A. C. (2020). The effects of differentiated instruction on Turkish students’ L2 achievement, and student and teacher perceptions. Eurasian Journal of Applied Linguistics, 6(2), 313–335. https://doi.org/10.32601/ejal.776002