Differentiated Instruction Practices and Academic Achievement in Reading and Mathematics among Grade 2 Pupils in Philippine Public Schools

Jean A. Canilang; Nhelbourne K. Mohammad; Dwi Sulisworo

doi:10.56741/IISTR.ijlree.002192

Authors

Jean A. Canilang Paranglumba Integrated School
Nhelbourne K. Mohammad
nhelbournekm29@gmail.com
Western Philippines University https://orcid.org/0000-0003-1894-802X
Dwi Sulisworo Universitas Ahmad Dahlan https://orcid.org/0000-0002-7625-8505

DOI:

https://doi.org/10.56741/IISTR.ijlree.002192

Keywords:

Academic Achievement, Differentiated Instruction, Elementary Education, Mathematics Achievement, Reading Achievement, Responsive Teaching

Abstract

This study examined the relationship between teachers' differentiated instruction practices and the academic achievement of Grade 2 pupils in Reading and Mathematics in public elementary schools in the Division of Zamboanga del Norte, Philippines. Using a descriptive-correlational design with 492 teachers and their corresponding classes, the study found that differentiated instruction practices were frequently implemented across all dimensions. Pupils demonstrated satisfactory achievement in both Reading (M = 84.27) and Mathematics (M = 83.91). Correlation analysis revealed a significant moderate positive relationship between differentiated instruction and Reading achievement (r = 0.41, p < 0.001), and a significant weak positive relationship with Mathematics achievement (r = 0.38, p < 0.001). These findings suggest that responsive, differentiated teaching practices are meaningfully associated with foundational learning outcomes, particularly in literacy. The study recommends strengthening differentiated instruction through targeted professional development and instructional support.

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Author Biographies

Jean A. Canilang, Paranglumba Integrated School

is a Master Teacher I at Paranglumba Integrated School in the Division of Zamboanga del Norte, Philippines. She holds a Bachelor of Elementary Education from WMSU-Tampilisan Campus and a Master of Arts in Education from JH Cerilles State College. She is currently a Doctor of Education candidate in Educational Administration at Sandigan College, Inc. Her research interests include differentiated instruction, foundational literacy and numeracy, and instructional leadership in elementary education. (email: 502328@deped.gov.ph).

Nhelbourne K. Mohammad, Western Philippines University

is an educator and researcher specializing in global educational systems, Islamic studies, and social sciences. He is a permanent faculty member at Western Philippines University (WPU), Palawan, and serves as the Director of the Office for Cultural Inclusivity, promoting diversity and cultural understanding for minority and indigenous communities. He holds a PhD in Comparative Education from Shaanxi Normal University, China, and a Doctorate in Islamic Studies from Universitas Muhammadiyah Malang, Indonesia. With extensive teaching experience in various institutions, he has also published research indexed in Scopus and Web of Science and frequently speaks at international conferences. (email: nk.mohammad@wpu.edu.ph).

Dwi Sulisworo, Universitas Ahmad Dahlan

is a Professor and expert in Educational Technology at Universitas Ahmad Dahlan (UAD), specializing in transformative learning, digital learning innovation, and educational leadership. He leads the Doctoral Program in Education and serves as Chair of the Indonesian Educational Technology Professionals Association (IPTPI) in the Yogyakarta region, advocating technology integration in education systems. He has published widely on mobile and online learning, cooperative blended learning, and immersive technologies in teaching and learning. His research emphasizes adaptive, technology-enhanced pedagogies for 21st-century education reform. (email: dwi.sulisworo@uad.ac.id).

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