Work

Effectiveness of Differentiated Instruction, Level of Engagement and Academic Performance of Students with Diverse Learning Needs in an Inclusive Classroom in SDO Calamba City

Year: 2025

Type: article

Abstract: Education empowers individuals in diverse societies, necessitating inclusive teaching methods. Differentiated Instruction (DI) offers personalized strategies that cater to varying student needs, fostering inclusivity and enhancing engagement. This study explored the effectiveness of DI, student engagement, and academic performance in inclusive classrooms within SDO Calamba City using a descriptive-correlational design. Seventy-six regular and SPED teachers participated, with data gathered through a validated and reliable survey. Results showed strong support for DI’s effectiveness (WM = 3.58) and very high engagement levels (WM = 3.36). Most students performed satisfactorily, yet few excelled. While no significant correlation was found between DI and academic performance, moderate and statistically significant correlations emerged between DI and student engagement. A weak, non-significant link existed between engagement and academic performance.

Source: International Journal of Multidisciplinary Research and Growth Evaluation

DOI: 10.54660/.ijmrge.2025.6.2.1406-1415

Authors: Jerrilyn P Ramilo, Minguela S Ting

Institution: University of Perpetual Help System Laguna

Language: English

Topic: Inclusive Education and Diversity

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: bronze

OpenAlex ID: W4409505349