Differentiated Instructional Practices By Junior High School Science Teachers
Volume 3 - Issue 6, June 2019 Edition
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Author(s)
Norrie E.Gayeta, Ellie Rose C. Ramos
Keywords
instruction, differentiated instructional practices, learning infrastructure
Abstract
Goodwin [1] described that classrooms are full of diverse learners thus teachers should use diverse teaching methods in class. This may be best addressed through the use of varied strategies that can help in the attainment of the teaching goals and objectives. Along this concern, this study aimed to identify differentiated instructional practices utilized by science teachers in order to reach the needs of diverse learners in the classrooms today. This study determined the available and accessible learning infrastructures in support of differentiated instruction and the extent of utilization of the differentiated instructional practices. The researcher also determined the relationship between the availability and accessibility of learning infrastructures to the extent of utilization of instructional practices. The study used the descriptive method of research using a researcher-made questionnaire. The respondents were 293 public junior high school science teachers in the Division of Batangas, SY 2017-2018. Weighted mean and Pearson’s-product moment correlation-coefficient were the statistical tools applied in treating the data gathered. Based on the findings, the use of diverse materials and teaching methods in class, and continuous assessment and adjustment of lessons to meet students’ needs were the most common differentiated instructional practices utilized by the science teachers. The learning infrastructures in support to the utilization of differentiated instruction were often available and accessible. Results indicated that there is no significant relationship between the availability and accessibility of learning infrastructure to the utilization of differentiated instructional practices. The study recommended that science teachers must try other differentiated instructional practices particularly in responding on students’ readiness, instructional needs, interest and learning preferences.
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