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Differentiated Instruction Strategies and Their Effect on Diverse Learner Achievement

2023 · College of Teacher Education

Archived: July 2026

Jan Harvey M. Deseo · Maria Erica S. Agustin · Jestoni O. Astoveza

Abstract

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This action research investigates how differentiated instruction (DI) strategies affect academic achievement across diverse learner profiles in Philippine senior high school classrooms. Through systematic variation of content, process, and product modalities, the study measures outcome differences among visual, auditory, and kinesthetic learners in mixed-ability classrooms.

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College of Teacher Education

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Keywords:

differentiated instruction learning styles senior high school achievement gap inclusive education

References

Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935–947.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Watson, K. L. (2017). Differentiated instruction and its effect on student achievement in junior high school mathematics. Walden Dissertations.

Publication Information

College: College of Teacher Education
Category: Capstone Paper
Publication Year: 2023
Date Archived: Jul 2026

Authors

J
Jan Harvey M. Deseo
M
Maria Erica S. Agustin
J
Jestoni O. Astoveza

College

CTED

College of Teacher Education