Abstract:
Differentiated instruction is a technique of teaching in which learners are provided with learning opportunities according to their specific needs, interests, and abilities that employs multiple learning modalities to appeal to the diverse interests of students while providing individualized instruction. This quantitative study aims to compare whole-group instruction and differentiated instruction in order to see which of the teaching-strategies is most effective for boosting low achievement in a classroom of early-year learners. The study was be guided by a framework of constructivism, multiple intelligence theory, and learning style theory. The goal of this study was to answer whether there was a statistically significant difference in pre- and post-test scores of students of early years learners, i.e. KG class, who received whole-class instruction versus those who received differentiated instruction. The research employed a non-equivalent, quasi-experimental design with a convenience sample of forty students. To examine the effect of differentiated instruction, the data was analyzed using both paired and independent t-tests. In order to make the education system more inclusive, reliable strategies and learning styles must be investigated. This study also validated the quantitative results by taking input from experts in the field through 12 in-depth interviews. The analysis of both results concluded with the five dimensions of differentiation strategies and prioritized rank as well. This study demonstrated ways in which different instructional strategies can improve early-grade students' academics.
