Philippine E-Journals

Enhancing Grade 6 Learners’ Performance in Mathematical Fractions through Differentiated Instruction

Marianne N. Herzano | Raymond D. Espiritu

Discipline: Education

 

Abstract:

This study examined the effectiveness of differentiated instruction in enhancing Grade 6 learners’ p The research explored the efficacy of differentiated instruction in improving the academic achievement of Grade Six students in the topic of mathematical fractions at Mangga-han Elementary School, Zambales. Given the concern of addressing the continuous difficulties encountered by students in the topic of fractions, the paper used a quantitative pretest-posttest quasi-exper-imental design to identify how instructional strategies that are re-sponsive to students' differences in readiness levels, prior knowledge, and learning preferences can be beneficial to them. Dif-ferentiated instruction as a strategy was carried out by means of flex-ible grouping, scaffolded learning tasks, visual models, manipulatives, technology-supported activities, guided practice, and problem-based learning experiences. Learners' conceptual understanding, proce-dural fluency, engagement, and confidence in solving fraction-related tasks were expected to be developed with the use of these strategies. Results showed that differentiated instruction was one of the factors to learners' performance upgrading even after the intervention. Through structured support and interactive classroom experiences, the intervention addressed the learners' prior knowledge gaps in equivalent fractions, simplification, comparison and ordering, opera-tions, conversion, and word problem solving. With the help of the in-tervention, learners were able to progress from basic understanding to independent and advanced application of fraction concepts. In fact, the study after taking into consideration these results recommended Project DIFF-MATH FRACTIONS which integrates diagnostic assess-ment, targeted remediation, enrichment activities, continuous moni-toring, and teacher-guided support as a school-based intervention program. Through the proposed program, such a practical framework is offered to mathematics teachers for designing inclusive, learner-centered, and evidence-based instruction. Overall, the study under-scores the importance of adaptive pedagogy in diminishing learning gaps, enhancing mastery of basic mathematical competencies, and fostering meaningful participation among diverse learners. Besides, it also provides some insights into the curriculum implementation, instructional planning, and teacher professional development within a similar educational context.