Pescador, Danica P.,
Optimizing learning paths through differentiated instruction in teaching mathematics 6 : an enhanced daily learning log / by Danica P. Pescador, Irish Noreen M. Berdin, Rose Ann T. Rosal, Champagne R. Del Rosario, Vincent M. Coracha. - Cebu City, Philippines : University of Cebu-Banilad, c2024. - xi, 112 pages : colored illustrations ; 28 cm.
Includes bibliographical references.
"Differentiated Instruction is one of these approaches that shows potential. Using two teaching approaches such as the Traditional teaching method during the pre-test and Differentiated Instruction in the post-test, the pupils enhanced their academic performance in Mathematics with the topic "Solid Figures. The purpose of the study is to investigate the efficacy of differentiated instruction in Mathematics for Grade Six students at Cabancalan 1 Elementary School. Its core objective is to refine learning paths and bolster academic outcomes through tailored teaching strategies. The findings of the study were used as a basis for making an enhanced daily learning log to determine what course of action should be used to enhance the teaching-learning environment.
Moreover, the study employed a quasi-experimental design with no control group to assess how traditional teaching methods and differentiated instruction influence students' mathematical proficiency, cognitive engagement, and overall learning experiences under the topic "Solid Figures". Teacher-made assessments such as pre-tests and post-tests were utilized during the conducting of the study with a total of forty-two (42) participants. This instrument was thoroughly validated by a professional content validator to check its reliability. The collected data were treated using Frequency count and simple percentage and T-test to come up with the results.
The findings of the study showed that there is a significant difference between the participants' pre-test and post-test. Moreover, the grade six pupils of Cabancalan I Elementary School exhibited a good performance when exposed to Differentiated instruction during the discussion of "Solid Figures" in Mathematics. Thus, the researcher concluded that Differentiated instruction plays a vital role in the academic performance of the participants in Mathematics under the topic "Solid Figures". This shows that using the appropriate teaching approach increases the academic performance of the pupils in Mathematics. Furthermore, it enables both teachers and pupils to come up with a teaching-learning strategy that can cater to their needs." —Abstract
Adult
Text in English
Differentiated instruction.
Pre-test.
Research Environment.
Traditional teaching method.
Mathematics.
Solid figures.
Quasi-experimental--Philippines.
Optimizing learning paths through differentiated instruction in teaching mathematics 6 : an enhanced daily learning log / by Danica P. Pescador, Irish Noreen M. Berdin, Rose Ann T. Rosal, Champagne R. Del Rosario, Vincent M. Coracha. - Cebu City, Philippines : University of Cebu-Banilad, c2024. - xi, 112 pages : colored illustrations ; 28 cm.
Includes bibliographical references.
"Differentiated Instruction is one of these approaches that shows potential. Using two teaching approaches such as the Traditional teaching method during the pre-test and Differentiated Instruction in the post-test, the pupils enhanced their academic performance in Mathematics with the topic "Solid Figures. The purpose of the study is to investigate the efficacy of differentiated instruction in Mathematics for Grade Six students at Cabancalan 1 Elementary School. Its core objective is to refine learning paths and bolster academic outcomes through tailored teaching strategies. The findings of the study were used as a basis for making an enhanced daily learning log to determine what course of action should be used to enhance the teaching-learning environment.
Moreover, the study employed a quasi-experimental design with no control group to assess how traditional teaching methods and differentiated instruction influence students' mathematical proficiency, cognitive engagement, and overall learning experiences under the topic "Solid Figures". Teacher-made assessments such as pre-tests and post-tests were utilized during the conducting of the study with a total of forty-two (42) participants. This instrument was thoroughly validated by a professional content validator to check its reliability. The collected data were treated using Frequency count and simple percentage and T-test to come up with the results.
The findings of the study showed that there is a significant difference between the participants' pre-test and post-test. Moreover, the grade six pupils of Cabancalan I Elementary School exhibited a good performance when exposed to Differentiated instruction during the discussion of "Solid Figures" in Mathematics. Thus, the researcher concluded that Differentiated instruction plays a vital role in the academic performance of the participants in Mathematics under the topic "Solid Figures". This shows that using the appropriate teaching approach increases the academic performance of the pupils in Mathematics. Furthermore, it enables both teachers and pupils to come up with a teaching-learning strategy that can cater to their needs." —Abstract
Adult
Text in English
Differentiated instruction.
Pre-test.
Research Environment.
Traditional teaching method.
Mathematics.
Solid figures.
Quasi-experimental--Philippines.