Implementation of Differentiated Instructional Strategies Used by Teachers and It's Relation to Indigenous Learners’ Academic Performance
DOI:
https://doi.org/10.65339/ijsis.V1.I3.226Keywords:
Academic Performance, Culturally Responsive Instruction, Differentiated Instruction, Indigenous Learners, Instructional Planning, Learners’ Readiness, Sustainable EducationAbstract
This study examined the extent of implementation of differentiated instructional strategies and their relationship with Indigenous learners’ academic performance in two public elementary school districts in Negros Occidental, Philippines, during School Year 2026–2027. Anchored in the concept of differentiated instruction, the study employed a quantitative descriptive-correlational research design involving 76 Indigenous learners selected through total enumeration sampling. Data were collected using a validated and reliable 24-item researcher-developed questionnaire covering four instructional dimensions, while academic performance was determined from official school report cards (Form 138). Descriptive statistics and Spearman’s rank-order correlation were used for data analysis. Findings revealed very high implementation levels in assessing learners’ readiness and needs (M = 4.33), planning differentiated instruction (M = 4.21), organizing flexible learning experiences (M = 4.224), and monitoring and adjusting instruction (M = 4.247). Indigenous learners demonstrated satisfactory academic performance (M = 84.55). Significant positive relationships were identified between academic performance and assessing learners’ readiness and needs (r = .241, p = .037) and planning differentiated instruction (r = .252, p = .029). Conversely, organizing flexible learning experiences (r = .197, p = .197) and monitoring and adjusting instruction (r = .151, p = .197) showed positive but statistically non-significant relationships. The study concluded that readiness assessment and differentiated instructional planning were significantly associated with academic performance, highlighting the importance of responsive teaching practices. Strengthening teacher professional development, instructional support, resource allocation, and collaboration with Indigenous communities is recommended. The study supports Sustainable Development Goal 4 (Quality Education) and SDG 10 (Reduced Inequalities) by addressing inclusive educational opportunities for Indigenous learners. Its sustainability implications include strengthening culturally responsive teaching, institutional instructional practices, and community participation to support equitable educational development.
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Copyright (c) 2026 Joemarie C. Amalla, Danny F. Javelina, Andy Ryan M. Amandoron, Kenneth C. Valiao, Criezyl Mae V. Clarin, Wesley Neil H. Florentino (Author)
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