Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 14 no. 8 (2023)

Differentiated Instruction Amidst New Normal: A Phenomenological Study

Jerson Renegado | Felinita Doronio III

Discipline: Education

 

Abstract:

An important concern in identifying points of leverage in improving students’ academic performance in the new normal is determining how and to what degree parental involvement affects student performance. Recent researches suggested that parental involvement has significant relationship to the academic performance of the students. However, there has been little investigation of the mechanisms that explain this association and parental involvement has delivered great challenges to education practitioners in the new normal. This paper attempted to examine teachers’ understanding and implementation of differentiated instruction among public and private elementary and high school teachers in Compostela, Davao de Oro. This study will employ a qualitative research method, specifically the phenomenological research design and conducted in public and private elementary and secondary schools in Compostela, Davao de Oro, namely: San Jose Elementary School, Compostela National High School, and Assumption Academy of Compostela where the participants of the study were the 12 public and private elementary and secondary school teachers in three different schools in Compostela, Davao de Oro which were selected through purposive random sampling. It was found out in the study that there is no significant relationship between parental involvement in modular learning and student academic performance. The level of parental involvement in modular learning as evaluated by the students is moderate and the level of student performance in Mathematics is 74.26% which means that students did not meet the expectations of the school. Thus, the researcher recommends the school, teachers and the administrator to re-evaluate the curriculum implementation especially with the integration and collaboration of parents in crafting the curriculum for students and to revisit the curriculum and evaluate students’ performance in other set of competencies. The researcher also recommends to investigate further factors that influences student performance in modular learning and suggests to reiterate the study in a larger sample to gather more significant findings.



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