Effectiveness of Differentiated Instruction in a Virtual Learning Environment on Improving Pangasinan State University BPED Students Academic Performance

Abstract

Modern classrooms are growing more diverse, it is natural that we looked for methods other than traditional instruction that take into account different learning styles. This study sought to determine whether students' academic performance might be improved by using differentiated instruction in a virtual learning environment. The study employed an experimental research design with a pre-test and post-test. A content and reliability test were conducted with a 50-item multiple-choice test. The study made use of descriptive statistics including mean, percentage, and t-test. On the pre-test, the students had a lower mean score and Mean Percentage Score (MPS). The results of pre-test indicate that the learners did not meet the desirable competencies in Physical Education. On the other hand, in the post-test, the students' mean and Mean Percentage Score were higher. Hence, the students had improved performance. As a result, the learners did better on the post-test than on the pre-test. The outcomes of the t-test further validated this. The t-test results show a significant difference between the learners' academic performance on the pre-test and post-test. The students fared better on the post-test than they did on the pre-test. This suggests that differentiated instruction is essential for improving students' academic performance.  This study adds to the body of research on the efficacy of differentiated instruction. Additional study regarding differentiated instruction is suggested that will involve bigger sample size of participants in order to support the students with dynamic learning capabilities.